摘要：AbstractThis study examines how the Gradual Release of Responsibility Model advanced elementary students’ performance in brief summary writing and their perception of the four stages of the model. Eighty six-graders of learning English as their mother tongue participated in this study. During the learning process, they went through four different phases: modeled instruction, guided instruction, peer cooperation and independent learning. A mark was not assigned to any of the students’ work until the very last stage of the model. In order to induce class participation they were encouraged to be creative, informative and to have fun in doing so. At the end of the semester, a questionnaire was given to learn the students’ opinions on the model. Based on their brief summary writing performance and the questionnaire, the data was analyzed to see if this model was conducive. The results of the study revealed that students progressed a lot in terms of summary writing and held positive attitude toward such kind of instruction. They reported that this model was effective and beneficial to their learning. They thought the teacher should spend at least 2 times on the first three stages of this model before moving on to the independent stage. It is interesting to note that more students preferred to practice with peers for a longer period of time than with the teacher. This implies that students find it more beneficial to work with peers and have more control of their work by themselves rather than merely contributing to the teacher's work on the board.
