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Direct linkZhouhan Jin; Stuart Webb – Language Learning, 2025
The present study compared learning gains at both form recall and meaning recall levels across three learning conditions: viewing without note-taking, viewing with conventional note-taking, and viewing with guided note-taking. A total of 134 Chinese learners of English were assigned to three experimental groups and a no-treatment control group.…
Descriptors: Notetaking, Second Language Learning, Vocabulary Development, Recall (Psychology)
