The author investigates the impacts of mediating tasks on summary writing activities for tertiary-level students who are taught through English as a medium of instruction. A group discussion or a reading comprehension exercise, with immediate access to the text and summary instruction with no mediating activity, was involved.

The author points out that native Chinese speaking learners of English as a Second Language are found to choose the term "always" more frequent than the more proper "often" in their essay writing. In this paper, the author focuses on how the problematic usage of "always" can influence students' competence in academic discussion, and points out that grammar textbooks sight diagnoses of the problem and provide contributive treatments.