Improving Summary Writing Performance via Theory-based Learning System

Abstract

While summary writing has been acknowledged by many scholars as an integral skill that builds the background knowledge of learners, and enhances writing outcomes, only a handful of theory-based online summary writing tools have been developed to date. In view of this, the Summary Writing-PAL (SW-PAL) was developed, rooted in several learning and education theories, in the attempt to assist ESL non-English majors in improving their summary writing skills. This study presents both the development and the evaluation of SW-PAL. The three primary features of SW-PAL are prior knowledge activation, summarising strategies instruction, and scaffolding. Prior knowledge activation applies a concept mapping tool as an advance organiser that activates the students’ prior knowledge while comprehending the text. The worked examples tool is meant to aid students in acquiring the essential summarising strategies. The self-generated feedback provided by the tool serves as a scaffolding tool to assist students through the summarising process. Pre- and post-tests, as well as an interview session held with students, ascertained the effectiveness of the tool and perceptions of its users. The study outcomes revealed that the developed SW-PAL had managed to improve their summary-writing ability at a significant level.