Summarizing Strategies and Writing Ability of Iranian Intermediate EFL Students

Abstract

Improving writing instruction has been the focus of educational researchers during the last three decades.Instructions in writing strategies i.e. planning, drafting, revising have showed a dramatic effect on the students' quality of writing. Moreover, the use of reading and reading strategies like summarization in writing classes has generated a great deal of debate. Employing the overlap of reading and writing strategies as a framework, the present study was conducted to investigate the possible relationship between explicit teaching of summarizing strategies and writing achievement. The study used a Quasi-experimental design. Two groups of intermediate efl students were assigned to experimental and control group. According to Nelson Proficiency test results, both groups were nearly at the same proficiency level. The experimental group, in addition to writing instruction, was taught summarizing strategies explicitly through CALLA. The control group only received the writing instruction in traditional way. The result of writing pre and posttest showed the positive effect of summarizing instruction on students' writing ability. Comparing the mean score of experimental group on writing posttest (M= 14.6) with the mean score of control group on writing post-test (M= 12.8) revealed that groups have significant difference (P= .000 < .05) and the experimental group outperformed the control group in writing posttest. Therefore, it was concluded that explicit summarizing strategy instruction could be used effectively for Iranian language teaching and learning specially for improvement of their writing proficiency and improving the strategy use.

Confronting the Challenges of Undergraduates’ Argumentation Writing in a “Learning How to Learn” Course

“…Because of our misguided assumption that students enrolled in LHL would be competent at the reading and writing tasks central to the course, we initially provided them no explicit instruction on the writing of summaries. What also contributed to our overestimation of students' abilities at this particular task was the fact that the majority of research on improving summary writing seemed to focus on students with learning disabilities (e.g., Gajria & Salvia, 1992;Peterson &French, 1988), EFL, ESL, andELL learners (e.g., Karbalaei &Rajyashree, 2010;Khoshsima & Nia, 2014), or students in developmental writing courses (MacArthur et al, 2015). There was little, if any, discussion of summary writing interventions for non-identified college students like those in LHL (Luo & Kiewra, 2019).…”

Hubungan Tingkat Pemahaman Karakteristik Morfologi Hewan Dengan Kemampuan Menghafal Nama Latin Hewan Pada Siswa Kelas X Ipa Sma Negeri 3 Jember

“…Dengan demikian, sebagian lebih siswa belum mampu merangkum karakteristik morfologi hewan dengan tepat berdasarkan contoh gambar spesies hewan yang disajikan. Agar terampil meringkas, siswa membutuhkan perhatian dan pembelajaran strategi yang bermanfaat dikaitkan dengan membaca dan menulis (Khoshsima & Nia, 2014). Selain itu, yang perlu diperhatikan dalam meringkas ialah membuang informasi yang tidak diperlukan, menghapus infomasi yang berulang, menggabungkan sebuah kata kedalam kategori yang sama, dan membuat topik kalimat (Sprenger, 2011).…”