EFFECT OF EXPLICIT READING INSTRUCTION FOR NOVICE EFL WRITERS: L1 SUMMARY WRITING PERFORMANCE AND SELF–PERCEPTIONS
This study investigated how explicit reading instruction, including a title-based approach, affects the summarization performance of novice English as a foreign language (EFL) writers. Conducted over 11 weeks, the study involved 95 Japanese undergraduate students who were new to summarizing. Participants completed a fi...