Recommendations & Pedagogical Implications

Research implications are the conclusions the researcher draws from results explain how the findings are relevant for practice, or theory[1]. The implications need to be supported by evidence. The section on implications suggests how the results of the study could be applied to practice[2]. The recommendations follow the implications

Difference between Implications and Recommendations[3]

Sample

The Impact of Reading on Writing

            For many years reading and writing skills were taught separately. However, research (see chapter 2) has suggested that both skills are interdependent in that reading affects writing and writing affects reading. Teaching written composition is efficient when it is interrelated with reading. The latter goes hand in hand with writing; in that reading a variety of genres helps students learn language and structural texts which can be transferred in their future writing.

            Additionally, intensive or extensive reading reinforces EFL learners’ knowledge that they can employ in their writing pieces, it broadens their thoughts and facilitates the flow of information. Indeed, many EFL teachers at the Department of English of …… complain about the absence of the reading skill that must be integrated as a separate module in the syllabus. Besides, they also shed light on the importance of reading in improving the students’ written production capacities.

Summarization

            Summarizing is a strategy that ameliorates both proficient and novice student writers’ written production skills. It falls under the category of cognitive strategies. Basically, the process of summary writing is a good instance that splashes the interrelation of reading and writing. According to Heller (2009) summaries require reading first a given text, fully understand it and then reduce the prose into its gist.

            Offering texts can be a good writing activity for EFL students for the ultimate purpose of learning more about production. Relying on summarization as a cognitive strategy for producing a writing piece, construct the students’ comprehension skills; in that they read, understand and summarize using their own vocabulary. Reading and then writing a synopsis provide opportunities for EFL students to learn how to read, acquire spontaneously new vocabularies, the author’s style and grammar. Most importantly, they use reading to promote their production abilities.

The introductory paragraph:

·         The introductory paragraph should capture the audience’s attention, so that the reader will be eager to read more about the text; through starting with a startling fact.

The body paragraphs:

·         The learner plans and outlines what s/he attempts to summarize, i.e. listing the facts, information or ideas according to the chronological order of the story. To put it differently, rewriting the prime thoughts using simple style (students’ own words).

The concluding paragraph:

·         In that phase, students are required to re-arrange the final key ideas; s/he focuses on the basic expressions that are mentioned by the author, rewrites them and adds details when necessary to make the written synopsis complete and more accurate.