The Content of L1 and L2 Students' Lecture Notes and Its Relation to Test Performance

PATRICIA A. DUNKEL

103 citations0/0 files storedTESOL Quarterly

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Visual and Cognitive Learning Processes EFL/ESL Teaching and Learning Innovations in Educational Methods

Abstract

The lecture notes of 129 Ll and L2 students were examined in terms of five indexes for the content of notes: (a) the total number of words and notations, (b) the number of information units, (c) the number of test questions answerable from the notes, (d) the completeness of the notes, and (e) the efficiency of the notes. Three stepwise multiple regression analyses of the data were conducted to identify which of the indexes predicted achievement on the postlecture quiz covering lecture concepts and details for (a) the Li note takers and the L2 note takers as a group, (b) the L1 note takers, and (c) the L2 note takers. Results suggest that L1/L2 note takers who scored high on the recognition measure compacted a large amount of the lecture material into propositional pieces of information and detected and recorded information that subsequently appeared on the postlecture quiz. Implications of the findings for pedagogy and note-taking research are suggested. Taking lecture notes is widely accepted as a useful strategy for augmenting student attention and retention of academic discourse. Note taking is intuitively appealing to both learner and lecturer alike and is generally viewed as one class of mathemagenic activity (Rothkopf, 1970) that facilitates the process of learning and retaining lecture material. The facilitative effect of note taking is thought to derive from one or both of two postulated functions: (a) the encoding function and (b) the external storage function (Di Vesta & Gray, 1972). Encoding (the process) supposedly aids learning and retention by activating attentional mechanisms and engaging the learner's cognitive processes of coding, integrating, synthesizing, and transforming the aurally received input into a personally meaningful form. The external storage function of note taking is seen as important because the notes (the product) serve as an external repository of information

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 103 citations exist upstream.

References

1972Listening and note taking.1978Note‐taking: A critical review 1984The Effects of Rhetorical Organization on ESL Readers 1975Memory for a lecture: Effects of notes, lecture rate, and informational density.1967SOME OBSERVATIONS ON THE EFFICIENCY OF LECTURING 1980Summarizing Research: A Case Study

Cited by

1989Effects of Note Taking, Memory, and Language Proficiency on Lecture Learning for Native and Nonnative Speakers of English 2007NOTETAKING STRATEGIES AND THEIR RELATIONSHIP TO PERFORMANCE ON LISTENING COMPREHENSION AND COMMUNICATIVE ASSESSMENT TASKS 2015A pedagogic cycle for EFL note-taking 1994The effects of note-taking on listening comprehension in the Test of English as a Foreign Language 2019Video Listening Tests: A Pilot Study 2002The Effects of Notetaking, Lecture Length and Topic on the Listening Component of TOEFL 2000 2018Teaching lecture notetaking with authentic materials 2018

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.