Investigating the Impact of Summary Writing on University EFL Learners' Performance in Reading Comprehension
| Author | Shubber, Fatema Sayed Hasan | |
|---|---|---|
| metadata.dc.contributor.department | UNIVERSITY OF BAHRAIN, College of Arts , Department of English Language and Literature | |
| metadata.dc.date.accessioned | 2026-09-20T15:44:20Z | |
| Publication date | 2023 | |
| Degree level | Master | |
| Abstract | Abstract Summary writing cultivates active reading and minimizes passive reading which influences comprehension. Students while writing a summary are expected to reflect their own understanding through writing; they are compelled to pay greater attention to what they are reading to be able to restate it in their own words. This engages them in an active process where reading and writing are deeply entwined. Based on this connection between reading and writing, the current study investigated the effect of summary writing employment in enhancing EFL reading comprehension among students enrolled in the English language course “Composition and Reading II”- ENGL102 at the University of Bahrain. 109 students participated in a one semesterlong true experimental study that applied quantitative design. The study instruments included a pretest, posttest, and rubrics. Obtained data were analyzed by the means of the program SPSS statistics, particularly descriptive and inferential statistics. Shortly after the administration of the pretest, the study subjects were randomly assigned to experimental and control groups. In order to control the study variables, both groups were taught by the same instructor, using the same textbook following the conventional method. The only difference between them is the employed method for the enhancement of reading comprehension; the experimental group was engaged in weekly summary writing tasks while the control group was engaged in multiple-choice questions involving the same texts. Upon the administration of the posttest to all participants, One-Way ANOVA test and a Scheffe test were carried out to calculate the effect of the intervention. The results marked a statistically significant difference between the pretest and the posttest, in favor of the experimental group, further suggesting that summarization has a positive influence on EFL reading comprehension. As summary writing was shown to be highly beneficial for EFL learners, the study included vital implications related to connecting writing with reading and utilizing writing activities to enhance reading comprehension in EFL context. Keywords: Reading comprehension, summary writing, EFL, reading-writing connection. | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/id/696c7232-7075-4b87-ae6b-7cc67851580a | |
| metadata.dc.identifier.other | Drupal node 1981 | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/en/dar/investigating-impact-summary-writing-university-efl-learners-performance-reading-comprehension | |
| metadata.dc.identifier.uri | http://165.227.56.122/handle/123456789/6179 | |
| Language | en | |
| Link | https://digitalrepository.uob.edu.bh/en/_flysystem/fedora/2024-10/investigating-the-impact-of-summary-writing-on-university-efl-learners-performance-in-read.pdf | |
| Title | Investigating the Impact of Summary Writing on University EFL Learners' Performance in Reading Comprehension | |
| Type | Master's Thesis | |
| College | College of Arts | |
| Department | English Language and Literature |
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