Summary writing in a Thai EFL university context

Kim McDonough, William J Crawford, Jindarat De Vleeschauwer

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)20-32
Number of pages13
JournalJournal of Second Language Writing
Volume24
Issue number1
DOIs
StatePublished - 2014

Fingerprint

university
writing instruction
student
writer
Summary
instruction
organization
Paragraph
Source Text
experience
Writing Instruction
Strings
Appropriation
Copying
Paraphrasing
EFL Writing
Rhetoric
Explicit Instruction
Writer

Keywords

  • Low-proficiency EFL writers
  • Summary writing
  • Verbatim copying

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Summary writing in a Thai EFL university context. / McDonough, Kim; Crawford, William J; De Vleeschauwer, Jindarat.

In: Journal of Second Language Writing, Vol. 24, No. 1, 2014, p. 20-32.

Research output: Contribution to journalArticle

McDonough, Kim ; Crawford, William J ; De Vleeschauwer, Jindarat. / Summary writing in a Thai EFL university context. In: Journal of Second Language Writing. 2014 ; Vol. 24, No. 1. pp. 20-32.
@article{3f72c2a256a743db8aee6dbfb7d70001,
title = "Summary writing in a Thai EFL university context",
abstract = "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.",
keywords = "Low-proficiency EFL writers, Summary writing, Verbatim copying",
author = "Kim McDonough and Crawford, {William J} and {De Vleeschauwer}, Jindarat",
year = "2014",
doi = "10.1016/j.jslw.2014.03.001",
language = "English (US)",
volume = "24",
pages = "20--32",
journal = "Journal of Second Language Writing",
issn = "1060-3743",
publisher = "Elsevier Limited",
number = "1",

}

TY - JOUR

T1 - Summary writing in a Thai EFL university context

AU - McDonough, Kim

AU - Crawford, William J

AU - De Vleeschauwer, Jindarat

PY - 2014

Y1 - 2014

N2 - 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.

AB - 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.

KW - Low-proficiency EFL writers

KW - Summary writing

KW - Verbatim copying

UR - http://www.scopus.com/inward/record.url?scp=84897378710&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84897378710&partnerID=8YFLogxK

U2 - 10.1016/j.jslw.2014.03.001

DO - 10.1016/j.jslw.2014.03.001

M3 - Article

VL - 24

SP - 20

EP - 32

JO - Journal of Second Language Writing

JF - Journal of Second Language Writing

SN - 1060-3743

IS - 1

ER -