Quick write and 3-2-1 strategies in summary writing: ESL students’ practices, perceptions, and attitude

Abstract

ESL students’ limited knowledge and probably, unawareness of suitable strategies for summary writing have translated into mostly strategic problems. Quick write and 3-2-1 are strategies that foster analytical minds in reading and writing. This paper examined students’ attitudes, performance, and knowledge retention in summary writing. A pretest-posttest-control group quasi-experimental design was employed in the study with two treatments. The sample consisted of 110 senior secondary school II students. Three instruments, a questionnaire, a semi-structured interview, and a summary writing performance test were used for the study. The research findings showed significant improvement in students’ performance and knowledge retention in summary writing. However, findings revealed that there is no significant main effect of treatment on students’ attitudes to summary writing. This study concludes that quick writing and 3-2-1 strategies are effective in enhancing students’ performance and knowledge retention in summary.

Keywords: Attitude; perceptions; performance; quick write; retention; summary writing; 3-2-1