The impact of note-taking, peer feedback, and automated feedback on summary writing: A study in the Japanese EFL context

Summary writing can be challenging for Japanese EFL learners, who tend to have difficulty with over-copying from source texts, reaching appropriate lengths, and choosing information for inclusion. This study reports on three interventions taken in tandem in an academic writing class: note-taking, pe...

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Veröffentlicht in:International journal of English for academic purposes Jg. 4; H. 2; S. 177 - 196
Hauptverfasser: Spring, Ryan, Chico, Sayumi
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Liverpool University Press 01.09.2024
Schlagworte:
automated feedback
note-taking
peer feedback
source-based writing
summary writing
peer feedback
summary writing
automated feedback
source-based writing
note-taking
ISSN:2634-4610, 2634-4610
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Zusammenfassung:Summary writing can be challenging for Japanese EFL learners, who tend to have difficulty with over-copying from source texts, reaching appropriate lengths, and choosing information for inclusion. This study reports on three interventions taken in tandem in an academic writing class: note-taking, peer feedback, and automated feedback. The results suggest that combining these interventions into process-writing-based practice effectively enhanced students’ summary writing ability; text-length and content scores increased from a pre- to post-test and the amount of source text copying decreased. Furthermore, we found that students who had higher language ability and more of a tendency to over-copy initially were more likely to improve. Finally, students reported that they preferred the automated feedback and the greatest change in learners’ writing was observed after the automated feedback, so we think that plays an important role in improving summary writing ability. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/.
ISSN:2634-4610
2634-4610
DOI:10.3828/ijeap.2024.11