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Summarizing Approach in Improving Academic Writing Skills of ESL Learners

Author

Listed:
  • Maria Saleem

    (Phd Scholar, Department of English Linguistics, the Islamia University of Bahawalpur, Pakistan)

  • Zeeshan Ali Afsar

    (Department of Humanities COMSATS University Islamabad Abbottabad Campus, Pakistan)

  • Shahzad Khan

    (BS English Literature and Linguistics Government Degree College Gulabad University of Malakand, Pakistan)

Abstract

Students entering higher education are expected to have developed academic writing skills that are up to the standards set by the institution. As a consequence of this, improving one's command of the English language, and in particular, one's command of academic writing at the university level, is absolutely necessary for academic genius. In this regard, this study used an experimental approach to identify the effect of using the summarizing strategy on undergraduates' learners academic writing abilities. The intervention, i.e., the summarizing strategy integrated instruction lasted for around two months, which was carried out in a single-group pre-post-test model only. Subsequently, the scores from both tests, i.e., pre and post-test were analyzed statistically via a t-test. Based on the analysis, the use of summarizing strategy showed a significant increase in the academic writing abilities of ESL learners. Therefore, the study suggests using the summarizing strategy at all educational levels to keep learners up to date in terms of their academic writing abilities.

Suggested Citation

  • Maria Saleem & Zeeshan Ali Afsar & Shahzad Khan, 2022. "Summarizing Approach in Improving Academic Writing Skills of ESL Learners," Journal of Policy Research (JPR), Research Foundation for Humanity (RFH), vol. 8(3), pages 526-531, September.
    • Handle: RePEc:rfh:jprjor:v:8:y:2022:i:3:p:526-531
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    References listed on IDEAS

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    1. Huma Akram, 2020. "Education Governance in Pakistan: A Critical Analysis of Challenges," Journal of Social Sciences Advancement, Science Impact Publishers, vol. 1(1), pages 38-41.
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