Enhancing Esl Students' Summary Writing Through The Instruction Of Paraphrasing Techniques

This research investigates the impact of instructing tertiary-level students in paraphrasing skills on their summary writing abilities. Prior research has highlighted students' limited proficiency in paraphrasing, which can hinder task completion, potentially influenced by cultural factors. The study involved twenty-two lower-intermediate English proficiency students. Summary writing tasks demand critical thinking to produce concise, effective pieces, involving constructing a conceptual framework from passage analysis and synthesizing specific information. It delves into students' perceptions of summary writing, their learning awareness, and thinking processes. Employing Inquiry-Based Learning (IBL) aims to foster independent thinking during summary writing sessions. While students found the taught skills beneficial, their application varied. Notably, students' confidence in their learning and task perception might not accurately reflect their paraphrasing skills.

کلیدواژه ها:

Paraphrasing skills ، Summary writingTertiary-level students ، Critical thinking ، Inquiry-based learning (IBL) ، Proficiency level