Exploring Students’ Integrated Reading and Summary Writing Processes Through an Online System

  • Hui-Chin Yeh
  • Shih-Hsien YangEmail author
  • Gia-Ling Chen
Original Paper


English-as-a-Foreign-Language (EFL) students often encounter difficulties with English writing due to limited vocabulary and an inability to integrate reading and writing skills effectively. Summary writing is one of the most effective means of integrating English reading comprehension while developing writing skills. However, writing summaries requires unobservable cognitive processes of identifying main ideas in order to convert paragraphs into concise statements. This study contributes to the existing literature on summary writing by developing and testing an online summary writing system designed to support the cognitive processes of integrated reading and writing. The findings highlight the key factors and functions involved in the design system to support summary construction. The online writing system comprises Selecting, Organizing, and Integrating (SOI) modules with the functions of Vocabulary Helper, Online Dictionary, and Reference tools. The participants were 20 students in a reading class who were recruited to receive 11 weeks of English summary writing instruction. The data included pre- and post-TOEIC reading test scores, summary writing efficiency, action logs in the online system, and responses to a questionnaire. The results showed that the system functioned to scaffold students’ integrated reading and writing with the SOI functions, providing them with opportunities for repeated review of the selected vocabulary, main ideas, and important sentences. These were the fundamental factors in facilitating summary writing processes. Pedagogical implications are discussed.


Summary writing SOI model Reading strategies 



以英語為外語的學習者在面對英語寫作時常常會遇到單字量不足或無法有效率地整合閱讀和寫作。摘要寫作就是在養成寫作技巧時整合閱讀理解資訊最有效率的方法之一。然而摘要寫作需經歷將文章要旨精要的陳述的認知歷程。此篇研究開發了一個線上摘要寫作系統以探究其對學習者在整合閱讀及寫作時的認知歷程及影響, 以期對現有文獻有所貢獻。此研究結果點出主要支援摘要寫作的關鍵和系統功能。參與者是二十位參與閱讀課程的學生並進行了11週的英語摘要寫作教學。研究資料包含前後、測的多益閱讀成績, 摘要寫作的成效, 在線上系統的行為紀錄和問卷調查結果。研究結果顯示這個系統的選擇、組織及整合模式的設計對建立學生的閱讀整合及寫作能力有正面的成效, 並且提供他們機會去重複複習精選單字、大意和重要的句子以協助摘要寫作的歷程。


摘要寫作 選擇-組織-整合模式 閱讀策略 


Funding Information

This project is supported by the Mistry of Science and Technology under grant number 106-2628-S-224-001-MY3.


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Copyright information

© National Taiwan Normal University 2019

Authors and Affiliations

  1. 1.Department of Applied Foreign LanguagesNational Yunlin University of Science and TechnologyDouliuTaiwan
  2. 2.Department of Applied Foreign LanguagesNational Formosa UniversityHuweiTaiwan
  3. 3.Taichung City Chang Yi High SchoolTaichungTaiwan

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