Summary writing in a Thai EFL university context

Summary writing in a Thai EFL university context

Previous research has shown that L2 writers experience difficulty writing summaries of texts in ways that avoid direct copying or superficial modifications to source text sentences, but fewer studies have explored whether summary writing instruction leads to improved textual appropriation. The curre...

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Main Authors: Kim McDonough, William J. Crawford, Jindarat De Vleeschauwer
Format: Journal
Published: 2018
Online Access:https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84897378710&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/45742
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Institution: Chiang Mai University
id th-cmuir.6653943832-45742
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spelling th-cmuir.6653943832-457422018-01-24T06:16:49Z Summary writing in a Thai EFL university context Kim McDonough William J. Crawford Jindarat De Vleeschauwer Previous research has shown that L2 writers experience difficulty writing summaries of texts in ways that avoid direct copying or superficial modifications to source text sentences, but fewer studies have explored whether summary writing instruction leads to improved textual appropriation. The current study analyzes three summary paragraphs written by Thai EFL university students ( N= 46) during a 17-week EFL writing class that included explicit instruction in paragraph writing and paraphrasing strategies. Their texts were analyzed in terms of the rhetorical organization of a summary paragraph and the incorporation of source text information. The findings revealed a significant increase in the number of students who explicitly referenced the source texts, along with significant changes in the occurrence of copied and modified word strings. Considerations for the use of summary writing in EFL settings are discussed. © 2014 Elsevier Inc. 2018-01-24T06:16:49Z 2018-01-24T06:16:49Z 2014-01-01 Journal 10603743 2-s2.0-84897378710 10.1016/j.jslw.2014.03.001 https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84897378710&origin=inward http://cmuir.cmu.ac.th/jspui/handle/6653943832/45742
institution Chiang Mai University
building Chiang Mai University Library
country Thailand
collection CMU Intellectual Repository
description Previous research has shown that L2 writers experience difficulty writing summaries of texts in ways that avoid direct copying or superficial modifications to source text sentences, but fewer studies have explored whether summary writing instruction leads to improved textual appropriation. The current study analyzes three summary paragraphs written by Thai EFL university students ( N= 46) during a 17-week EFL writing class that included explicit instruction in paragraph writing and paraphrasing strategies. Their texts were analyzed in terms of the rhetorical organization of a summary paragraph and the incorporation of source text information. The findings revealed a significant increase in the number of students who explicitly referenced the source texts, along with significant changes in the occurrence of copied and modified word strings. Considerations for the use of summary writing in EFL settings are discussed. © 2014 Elsevier Inc.
format Journal
author Kim McDonough
William J. Crawford
Jindarat De Vleeschauwer
spellingShingle Kim McDonough
William J. Crawford
Jindarat De Vleeschauwer
Summary writing in a Thai EFL university context
author_facet Kim McDonough
William J. Crawford
Jindarat De Vleeschauwer
author_sort Kim McDonough
title Summary writing in a Thai EFL university context
title_short Summary writing in a Thai EFL university context
title_full Summary writing in a Thai EFL university context
title_fullStr Summary writing in a Thai EFL university context
title_full_unstemmed Summary writing in a Thai EFL university context
title_sort summary writing in a thai efl university context
publishDate 2018
url https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84897378710&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/45742
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