An analysis of note-taking strategies: The effect of translanguaging on content comprehension and knowledge retention

Xinyi Wang

16 citations0/0 files storedJournal of Language Teaching

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

Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Purpose This study investigates the effectiveness of using translanguaging for note-taking on students’ lecture comprehension and retention by measuring their scores on two tests administered two weeks apart. Methods The participants were English L2 Chinese graduate students (n = 101) studying in English-language programs in various English-speaking countries at the time of the study. The study used a quasi-experimental three-arm parallel groups design to compare the relative effects of three alternative approaches to note-taking (Chinese, English, and translanguaging). All participants watched a five-minute English-language video without subtitles and took notes using their assigned strategies. Then participants immediately took a comprehension test. After two weeks, participants took a retention test. Results The results showed that those taking notes in English only outperformed those taking notes using Chinese only on low-level, fact-based questions in the comprehension test. There was no significant difference found among the three language groups (Chinese, English, and translanguaging) in other types of questions (main topic questions and numerical questions) and the overall score. In the retention test, those taking notes in English outperformed those taking notes in Chinese in the overall score and all question types except for number-based questions, with the translanguaging groups also outperforming the Chinese group in fact-based questions. In addition, students’ previous study abroad experience was not found to impact students’ comprehension and retention of the video lecture content. Conclusion It seems that translanguaging does not aid advanced L2 learners in immersion contexts; instead, translanguaging may be more helpful for lower proficiency L2 learners.

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 — 16 citations exist upstream.

References

1988Cognitive Load During Problem Solving: Effects on Learning 1998Cognitive Architecture and Instructional Design 1979Linguistic Interdependence and the Educational Development of Bilingual Children 1991Cognitive Load Theory and the Format of Instruction 2010Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?1981The Role of Primary Language Development in Promoting Educational Success for Language Minority Students 1998Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together 2013Translanguaging: Language, Bilingualism and Education

Cited by

2024Translanguaging in multilingual university classrooms: Effects on students’ language skills and perceptions 2022Translanguaging Pedagogies in EFL Writing Education 2025Enhancing Motivation and Listening Comprehension Among Japanese EFL Students Through Translanguaging Practices 2025From Monolingual Silence to Bilingual Confidence: Investigating Translanguaging Strategies in Middle School English Education 2024The Impact of Translanguaging on the Reading Comprehension Lessons in 3rd Forms in the Kabarhe North Territory

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.