| Summary: | 碩士 === 東海大學 === 外國語文學系 === 102 === The purpose of the present study is to examine the effects of writing-to-read instruction on EFL freshmen's reading comprehension and summary writing of narrative texts and their summary writing ability. A quasi-experimental design was employed. Thirty-three non-English major freshmen were divided into an experimental group and a comparison group. Both groups took a reading comprehension and summary writing pretest prior to the training and a posttest upon the completion of the training. During the four training sessions, the experimental group received summary writing instruction and did summary writing exercises, whereas the comparison group received response writing instruction and did response writing exercise. Paired-sample t-tests were performed to see if there were any significant differences between the EFL learners’ pretest and posttest scores. In addition, ANCOVA were conducted with the pretest scores as the covariates to see if there were any significant differences between the two groups in terms of their reading comprehension and summary writing performances on the posttest. The results indicate that for reading comprehension, the experimental group showed significant improvements in both macro-level and micro-level reading comprehension while the comparison group showed significant improvements only in micro-level reading comprehension. For summary writing, the experimental group made significant improvements in topic sentence, content inclusion, content exclusion, and sentence transformation while the comparison group showed significant improvement in topic sentence, content exclusion, sentence transformation, and grammar and mechanics. Furthermore, after the training, the experimental group performed significantly better than the comparison group in macro-level reading comprehension and in the aspects of topic sentence and content inclusion of summary writing. Based on the results, pedagogical implications and limitation of the study are provided.
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