EFFECT OF EXPLICIT READING INSTRUCTION FOR NOVICE EFL WRITERS: L1 SUMMARY WRITING PERFORMANCE AND SELF–PERCEPTIONS

Abstract

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 first-language (L1) summarization task based on an English expository text before and after instruction. Quantitative results from pre- and post-tests showed significant improvement in overall summarization performance, particularly in covering main ideas, while textual integration improved less substantially. Qualitative data from student questionnaires further indicated increased engagement, with learners reflecting on both their progress and ongoing challenges. Namely, the identification of important information improved, but comprehension of main ideas remained underdeveloped and integration skills were weak. Students’ self-monitoring revealed the spontaneous adoption of strategies such as reinforcing lexical and grammatical knowledge. The simplicity of explicit reading instruction, supported by teacher–student interaction, thus serves as an effective initial approach for developing summarization skills.