Summary Writing Research Articles

Implementation of Digital Mind Mapping Tools to Improve Academic Reading and Summary Writing

Implementation of Digital Mind Mapping Tools to Improve Academic Reading and Summary Writing

Examining the Dependability and Practicality of Analytic Rubric of Summary Writing Using Multivariate Generalizability Theory: Focusing on Japanese University Students with Lower-Intermediate Proficiency in English

English teachers, especially those who teach summary writing to students with relatively lower proficiency in English face difficulty in teaching summary writing and while assessing their students’ performances. In the classroom context, an analytic rubric is pedagogically more helpful than a holistic rubric because the teacher can confirm the strengths and weaknesses of their students’ summary performance and the students can receive constructive feedback (Yamanishi et al., 2019). This study examined the practicality of the analytic rubric which consisted of four rating scales, including language use, by investigating seven in-service English teachers’ honest assessment of 160 summaries of Japanese private university students who are inexperienced in writing English summaries and have lower-intermediate proficiency of English. Furthermore, this study examined the dependability of the analytic rubric using multivariate generalizability theory (Brennan, 2001). The results showed that assessing language use and judging summaries, copied, to a lesser or greater extent, from the source text was difficult because of diverse linguistic errors and the use of paraphrasing was lacking. Therefore, it is necessary to define the gravity of language errors and that of copying in more detail to develop a rubric that suits to assess the summaries written by English learners with lower-intermediate level of English.

The Use of 5 Step Technique (QSCCS) in Developing Grade 9 Students’ Summary Writing Skills

The purposes of the study were to investigate the effectiveness of the QSCCS technique on the development of grade 9 students’ summary writing and 2) to study the students’ satisfaction with learning to write a summary with the QSCCS technique. The study was conducted in a quasi-experimental design using a single group of participants. The participants were 44 students in the Thai context. They were chosen using the purposive random sampling technique. The instruments were a learning management plan designed using the QSCCS technique, a pre-post-test, and a questionnaire. The students’ scores before and after the treatment were compared using a paired-sample test. The effectiveness of the learning management was analyzed considering the students’ performances during the learning process (E1) and the students’ post-test scores (E2). Mean scores and standard deviations were also used to analyze students’ questionnaire answers. The result of the study indicates the benefits of the QSCCS technique in developing grade 9 students’ summary writing skills. In addition, it was discovered that the participants were satisfied with learning to write a summary with the QSCCS technique. The results of the study provide an alternative instructional method for teaching summary writing.

Effects of Task Types on Learning Specific Parts of Speech in English

The purpose of the study was to examine the effects of task types on short-term and long-term retention of vocabulary from different parts of speech. The tasks were L1 summary writing (SW), L1 sentence translation (ST), gap-fill (GF), and comprehension questions (CQ). The subjects were undergraduate students from different departments at a local university. Throughout the experiment period, the subjects took Vocabulary Size Test (VST) and performed their respective tasks. Upon completing their task, they were required to take a posttest immediately after their tasks, and two weeks later, the same posttest was administered to examine the long-term effect of the tasks on retention of vocabulary from different parts of speech. The result showed that SW group performed significantly better than CQ group for retaining the target vocabulary from all the parts of speech on the immediate posttest. However, the result of the delayed posttest showed that SW group outperformed all the other groups in retaining noun for a longer period of time.

Developing Summary Writing Abilities of Korean EFL University Students Through Teaching Summarizing Skills

The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was engaged in other lessons during the intervention period. The students’ summaries were analyzed as to how effectively the participants paraphrased and integrated the main ideas, the major supporting details, and accurate information from source text into their summaries. The results show that a significant instruction effect was observed in the summary writing performance of the experimental group, in identifying main ideas and major details and paraphrasing and integrating ideas, compared to the control group, which showed a significant change between the first and second summaries only on the accuracy measure. The results are also supported by the questionnaire on students’ perceptions of the instruction.

The Problems of Summary Writing Encountered by Thai EFL Students: A Case Study of the Fourth Year English Major Students at Naresuan University

The purposes of this study were to examine the quality of summary writing and type of problems made by Thai EFL English major students and also elicit opinions regarding problems encountered by these EFL learners in summary writing. 67 pieces of summaries written by fourth year English major students who enrolled in a research report writing course (205426) in the first semester of academic year 2021 at Naresuan University were collected and analyzed. It was found that the quality of summary writing produced by these EFL writers was viewed as “fair”, and there were no significant differences among all dimensions. They were all regarded as “fair”. Each dimension revealed the main problems mostly encountered. Concerning their opinions about summary writing problems, they thought that they found it difficult to find the main ideas of the text and finally lost focus. In addition, having difficulty in choosing vocabulary to replace the words from the original source when paraphrasing and having little time for revising were also their main problems. Pedagogical implications for L2 learning and teaching summary writing are discussed. 

Beyond Reporting Verbs: Exploring Chinese EFL Learners’ Deployment of Projection in Summary Writing

Adopting the framework of projection from Systemic Functional Linguistics, the present study explored the deployment of projection in summary writing by three levels of college EFL learners from a university in mainland China. Data were collected from one summary writing by three classes of different levels’ learners in an English program from a university in the southern part of mainland China. Quantitative analysis showed that projections increased dramatically from Year 1 to Year 2 and dropped slightly from Year 2 to Year 3. Qualitative analysis revealed that the use of projecting verbs showed huge differences among the three levels of learners. Year 1 students used only a very limited range of projecting verbs. Year 2 learners used a more comprehensive range of such verbs but tended to use them repetitively and inappropriately. In contrast, year 3 students used a much more comprehensive range of projecting verbs in their summary writing and construed projection at different levels. It is recommended that more attention should be paid to the teaching of projection at phrase and text levels in EAP.

Effects of Pre-Task Planning and Source Texts on Korean EFL College Learners’ Summary Writing

Effects of Pre-Task Planning and Source Texts on Korean EFL College Learners’ Summary Writing

Experimenting Side-Reading Questionning Strategy in Reawkening Nigerian Polytechnic Students’ Summary Writing Performance

This study examined the influence of side-reading questioning strategy on polytechnic students’ summary writing performance in Kaduna polytechnic Kaduna State, Nigeria. The objectives of this study were to examine the: (i) general performance of polytechnic students’ performance in summary writing; (ii) effect of SRQ on polytechnic students’ performance in summary writing; (iii) influence of gender. A two-group pre-test post-test quasi-experimental design was adopted for this study. The population consisted of all National Diploma II in Kaduna Polytechnic. Two departments were sampled using multi-stage sampling technique. The sample was categorised into one experimental group and one control group. A total number of 100 polytechnic students (NDII) were sampled. English Reading Comprehension Performance Test (ERCPT) was used to collect data from the respondents. The test items were adapted from English language and Communication texts and validated by language experts. The reliability of the instrument was carried out through test re-test method in an interval of two weeks and a reliability index of 0.72 was obtained using Pearson Product Moment Correlation (PPMC). The data were analysed using the percentage, mean, standard deviation, and analysis of co-variance (ANCOVA) at 0.05 level of significance. Findings of the study revealed that: (i) the general performance of polytechnic students in summary writing (both the experimental and control groups) was low before the treatment but high after the treatment; (ii) that side-reading questions significantly reawakening polytechnic students’ summary writing performance; (iv) that there is no significant effect of SRQ on polytechnic students’ summary writing performance on the bases of gender. The study concluded that SRQ add value to students’ summary writing performance. The implication is that this strategy have significant effect on polytechnic students summary performance. The study recommended that teachers should employ the use of SRQ strategy for teaching reading to enhance students’ comprehension and summary writing performance.

The Effects of Three Forms of Reading-based Tasks on Iranian Intermediate and Advanced EFL Learners’ Vocabulary Uptake

The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read 8 texts including 40 target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe’s post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin’s (2001) Involvement Load Hypothesis, Nation and Webb’s (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain’s (1985) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks.

Concept Mapping and Summary Writing as Complementary Strategies for Developing EFL Content Comprehension

This is an exploratory study in an undergraduate EFL business-writing course studying participants' ability to read, comprehend, and represent text visually using concept mapping (CM), summary writing, and social network analysis techniques as complementary strategies. The idea with this experiment was to explore if students are capable of analyzing business and technology information from technical readings in a way to represent it graphically with CMs and social networks. Preliminary data from the case study showed that students were reasonably successful in processing texts on topics related to the Tesla electric car company's business and technology models. Multiple iterations and guided instructions when designing CMs demonstrated the interplay of various actors, processes, interactions, and contexts. Student performance indicated significant expertise with CM design and text summarization but inadequate performance designing social networks, indicating the necessity for more structured instructions and practice.

A Study on the Characteristics of Summary Writing by Korean University Students in the EFL context

목적 본 연구에서는 명시적인 요약문 쓰기 교육을 받은 한국인 대학생 영어 학습자가 작성한 영어 요약문의 주요 특징을 분석하고 요약문 쓰기의 어떤 측면이 어려운지 조사한다. 방법 한국의 한 대학교에서 영어 관련 과목을 수강하는 열두 명의 학생들이 요약문 쓰기 교육을 받은 후 중간고사 과제로 설명문에 해당하는 영어 원문을 읽고 영어 요약문을 작성하였고, 이 요약문이 분석에 사용되었다. 요약문은 평균 536개의 단어로 구성되었다. 학생들이 작성한 요약문은 다섯 개의 요약 전략의 사용과 APA 양식을 활용한 본문 내 인용 방식 측면에서 분석되었다. 결과 분석 결과에 의하면 학생들은 원문의 모든 주요 내용 중 일부를 요약문에 포함하지 않았고 원문에 제시된 불필요한 정보를 일부 포함하였다. 또한, 본문의 내용을 그대로 모방해서 사용하는 반복 전략 보다 바꿔쓰기 전략을 훨씬 빈번히 사용하였지만 다양한 바꿔쓰기 전략을 혼합하여 사용함에 어려움을 겪었고, 바꿔쓰기 과정에서 종종 원문의 의미를 변경하였다. 학생들은 변형 전략과 창조 전략을 제한적으로, 드물게 사용하였고 다수의 학생이 원문에 제시되지 않은 새로운 정보를 요약문에 포함하였다. 본문 내 인용과 관련하여 학생들은 요약문 본문에 원문을 인용하였지만, APA 양식에 맞는 올바른 표기법을 늘 사용하지는 못했다. 결론 이러한 연구 결과를 통해 명시적인 요약문 쓰기 교육을 받은 후에 학생들이 요약 전략을 사용하고 본문 내 원문 인용을 할 때 어떤 것을 잘 할 수 있고 어떤 측면을 여전히 어려워하는지 제시하고, 향후 요약문 쓰기 교육을 위한 교육적 제언을 제시한다.

The Influence of Text Difficulty and Reading Ability on Korean EFL Readers’ Summary Writing

The Influence of Text Difficulty and Reading Ability on Korean EFL Readers’ Summary Writing

Examining students’ quality and perceptions of argumentative and summary writing within a knowledge generation approach to learning in an analytical chemistry course

This study investigated the perceptions and quality of argumentative and summary writing of the Pre-service Science Teachers (PSTs) who participated in a knowledge generation approach to learning, which is known as the SWH approach, and who had had experience with it across different time periods. A total of 41 PSTs were divided into three groups based on their experience with the SWH approach in the courses entitled General Chemistry Laboratory I and II. An embedded single-case study design was employed for this study. The data sources included the PSTs’ argumentative writings, summary writings and semi-structured interviews. The results were analyzed using both statistical and content analysis. The findings showed that the argumentative and summary writing activities were positively correlated with each other and the PSTs in the three groups benefited from these writing activities when implemented in analytical chemistry. However, the quality of the PSTs’ argumentative and summary writings was affected by time. The PSTs who had a shorter time between writing experiences in their chemistry lab and analytical chemistry courses were more successful in both argumentative and summary writing activities in analytical chemistry than the other PSTs. The PSTs in the groups realized that writing tasks were epistemological and reasoning tools that enabled them to understand the topic better and indicated that the writing process was a learning process through which they were able to construct new knowledge. They were aware of the cognitive demands involved in the writing, and realized how this would enhance their future teaching careers and their overall conceptual understanding of analytical chemistry. This study suggests that PSTs should be engaged in argumentative and summary writing activities in knowledge generation environments for both their own learning and future teaching career.

Effects of Three Instructional Strategies on Senior Secondary School Students’ Achievement in Summary Writing

Effects of Three Instructional Strategies on Senior Secondary School Students’ Achievement in Summary Writing

영어 텍스트 유형이 한국인 대학생의 영어 요약문에 미치는 영향

영어 텍스트 유형이 한국인 대학생의 영어 요약문에 미치는 영향

“The Course Was Not Only for the Semester but Also for Life”: Scaffolding Summary Writing for EFL Students Across Academic Disciplines

It can be a challenge for a university teacher to arrange the teaching of written tasks so that weak foreign language students with differing disciplinary backgrounds can develop their written communication skills. The difficulty is to avoid the focus from becoming just language proficiency. In one course at a technical university in Sweden, three written summaries are scaffolded to address such a challenge. The purpose of this teaching practice paper is to show how employing a specific strategy of repetition facilitates the writing skill development in low-level English language multidisciplinary students. The repeated features are the genre of the task, the writing process used and the occurrences of teacher response. They are organised along a specific learning path so as to encourage the students to build on the knowledge gained in each iteration, between tasks and potentially beyond the course. The paper describes the journey the students take writing the three summaries, working on fulfilling criteria concerned with aspects such as content organisation, coherence and cohesion, and limited grammar errors. A brief analysis of excerpts from one case student’s first and third summaries is included. It is suggested that while the scaffolding can remain the same, the material could be replaced to suit other skills and language level needs.

Studi komparasi model pembelajaran scramble dan concept sentence terhadap keterampilan menulis rangkuman ditinjau dari motivasi menulis

<p><em>The purpose of this study was to determine the Comparative Study of Scramble Learning </em><em>Model and Concept Sentence on Summary Writing Skills in terms of Learning Motivation. </em><em>(Experimental Research on Class V Semester 2 SD Students in Laweyan District, 2019/2020 </em><em>Academic Year). The population of this study was all students in grade V SD Negeri in Laweyan </em><em>District, Surakarta City for the 2019/2020 school year, totaling 38 schools. The sample in this study </em><em>was grade V of some public elementary schools in Laweyan District, Surakarta City. The</em><br /><em>experimental class in this study was in class V SD Negeri Bumi 1 and SD Negeri Bratan III, while </em><em>the control class was in class V SD Negeri Pajang III and SD Negeri Tegalsari. Data collection </em><em>techniques in this study used a test (post-test) and non-test (questionnaire). The data analysis </em><em>technique used in this study was the Two Way Variance Analysis (Two Way Anava) with a </em><em>significant level of α = 0.05. The results showed that there were differences in summary writing</em><br /><em>skills between students who were taught by the Scramble learning model and students who were </em><em>taught with the Concept Sentence learning model, indicated by the acquisition of the Sig. = 0.000 </em><em><0.05. There are differences in summary writing skills between students who have high learning </em><em>motivation and students who have low learning motivation. This is indicated by the acquisition of </em><em>the Sig. = 0.000 <0.05. There is an interaction between the learning model and learning motivation </em><em>on summary writing skills indicated by the acquisition of Sig. = 0.000 <0.05.</em></p>

Studi komparasi model pembelajaran scramble dan concept sentence terhadap keterampilan menulis rangkuman ditinjau dari motivasi menulis

The purpose of this study was to determine the Comparative Study of Scramble Learning Model and Concept Sentence on Summary Writing Skills in terms of Learning Motivation. (Experimental Research on Class V Semester 2 SD Students in Laweyan District, 2019/2020 Academic Year). The population of this study was all students in grade V SD Negeri in Laweyan District, Surakarta City for the 2019/2020 school year, totaling 38 schools. The sample in this study was grade V of some public elementary schools in Laweyan District, Surakarta City. The experimental class in this study was in class V SD Negeri Bumi 1 and SD Negeri Bratan III, while the control class was in class V SD Negeri Pajang III and SD Negeri Tegalsari. Data collection techniques in this study used a test (post-test) and non-test (questionnaire). The data analysis technique used in this study was the Two Way Variance Analysis (Two Way Anava) with a significant level of α = 0.05. The results showed that there were differences in summary writing skills between students who were taught by the Scramble learning model and students who were taught with the Concept Sentence learning model, indicated by the acquisition of the Sig. = 0.000 <0.05. There are differences in summary writing skills between students who have high learning motivation and students who have low learning motivation. This is indicated by the acquisition of the Sig. = 0.000 <0.05. There is an interaction between the learning model and learning motivation on summary writing skills indicated by the acquisition of Sig. = 0.000 <0.05.

أثر استراتیجیة (SCAMPER) فی تنمیة مهارات التلخیص الکتابی باللغة الإنجلیزیة لدى طلاب الصف الثالث الإعدادی یالمدارس الرسمیة لغات. The Effect of SCAMPER Strategy on Developing EFL Summary Writing Skills for the Third Year Governmental Language Preparatory School Students

هدفت هذه الدراسة إلى التعرف أثر استراتيجية (SCAMPER) في تنمية مهارات التلخيص الکتابي باللغة الإنجليزية کلغة أجنبية لدى طلاب الصف الثالث الإعدادي بالمدارس الرسمية لغات؛ واتبعت الدراسة المنهج شبه التجريبي القائم على التصميم التجريبي ذي المجموعتين حيث تکونت عينة الدراسة من (70) طالب تم توزيعم على مجموعتين (35) للمجموعة التجريبية و (35) للمجموعة الضابطة وبعد التأکد من تکافؤ المجموعتين ، تم تدريب طلاب المجموعة التجريبية على مهارات التلخيص الکتابي من خلال استخدام استراتيجية SCAMPER ، بينما تم استخدام الطريقة المعتادة مع المجموعة الضابطة. ولتحقيق أهداف الدراسة ، قام الباحثون بإعداد اختبار مهارات التلخيص الکتابي (قبلي / بعدي) تم إعطاؤه للطلاب قبل وبعد التجربة لقياس مهارات التلخيص الکتابي لدى الطلاب وقد أسفرت نتائج الدراسة اختلافا کبيرا بين متوسطات درجات کلا المجموعتين في اختبار مهارات مهارات التلخيص الکتابي لصالح المجموعة التجريبية کما کان هناک أيضا فرق ذو دلالة إحصائية عند مستوى 0.01 بين متوسطات درجات المجموعة التجريبية في الإختبارالقبلي والبعدي لمهارات التلخيص الکتابي لصالح الإختبار البعدي. علاوة على ذلک ، کان لاستراتيجية SCAMPER تأثير کبير على جميع مهارات مهارات التلخيص الکتابي المطلوبة وعلى کل مهارة ما عدا مهارة واحدة ، وبالتالي تم تحقيق أهداف الدراسة. This study investigated the effect of SCAMPER strategy on developing EFL summary writing skills for the third year governmental language preparatory school students. Seventy students were randomly chosen and divided into two groups: the experimental group and the control group. After ensuring their equivalence, the experimental group students were trained on EFL summary writing through the use of SCAMPER strategy, while the regular instruction was used with the control group. To achieve the aims of the study, the researchers constructed a summary writing pre/ post test to measure the students' summary writing skills. It was administered to the participants before and after the experiment. The mean scores of the pre and post administrations of the test were treated statistically. Findings of the study showed a significant difference between the mean scores of both groups in the summary writing test, in favour of the experimental group. There was also a statistically significant difference at 0.01 level between the mean scores of the experimental group in the pre- and post-administrations of the summary writing test, in favour of its post-administration. Moreover, SCAMPER strategy had a large effect on the required summary writing skills as a whole, an on each of the required skills except for only one skill, thus achieving the aims of the study.