Developing the Language of EFL Students’ Paragraph Writing through Enhanced Readers’ Awareness of Summary and Reading Comprehension Skills

Abstract

 The study aimed to examine the role of reading comprehension strategies to enhance the language of university students in the writing skill derived from the summary of comprehension reading. Teaching skills of skimming and scanning to search vital vocabulary in a sentence of paragraph structure facilitate the complexity of text and improve the students’ ability to write completed paragraph. The research focused on equipping students with skills to extract information derived from text reading to writing purpose. Due to its linguistic and educational needs, Education in Socotra was the ideal setting to evaluate the effectiveness of targeted reading-to-writing intervention. A pre-experimental design was adopted with a single group of 16 students who participated in a three-month intervention. A mixed-methods approach gathered data from a single group through a closed-ended comprehension questionnaire and an opened-ended summary question on the paragraph writing before and after the treatment. The students’ performances analyzed at comprehension text and pattern of summarization. Results showed that teaching techniques positively impacted students’ comprehension and summarization skills, with an 82% success rate in paragraph writing as a reflection of writing skills. Post-test scores improved significantly (74.3%) compared to pre-test scores (45.7%). Statistics revealed a strong correlation (79%) between CT and SPW. That strategic vocabulary-focused reading applied demonstrated the language abilities in the quality writing. It concluded that targeted reading to writing approach in EFL education supports sustainable development of language ability in non-native speakers setting.