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Two studies were conducted to improve Spanish university students' comprehension monitoring of macro-ideas when reading expository Science texts in English (L2). The first one evaluated the effects of using summarization tasks on comprehension monitoring compared to other reading-for-understanding tasks. A significant improvement of comprehension monitoring was obtained from the summarization tasks. Results in study 1 suggested study 2 aimed at instructing students on summarizing texts in L2. The instructional work had a single significant contribution to students' comprehension monitoring on the macro-structural level. English proficiency also explained a significant proportion of the variances.

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Effects of summarization tasks on comprehension monitoring of science texts in university students with elementary or intermediate english proficiency.