The note- and test-taking skills of typically functioning undergraduates are significantly and positively related to handwriting speed, listening comprehension, background knowledge and sustained attention. This study attempted to replicate these findings with two groups of high school students--those with and without the diagnosis of a learning…

Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list…

Learning to write in a composition culinary course is very challenging for L2 learners. The main barrier in writing proficiency within this discipline is the lack of vocabulary, specifically the lack of exposure towards specialized vocabulary. This study aims to provide a corpus of specialized vocabulary within a food writing course. By providing…

In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with "standard" English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was…

Rather than presenting another major review on research on notetaking from lecture, the purpose of this document is to synthesize the results of this research and to suggest future research directions. First, the historical roots of the current "notetaking from lecture/review" research paradigm are identified. Second, the research on notetaking…

Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription…

Research indicates that students with learning disabilities may experience significant difficulty with taking notes during teacher lectures. Approaches for helping students include task accommodations (such as taping the lectures or purchasing notes) and notetaking skill/strategy instruction (such as paraphrasing, outlining, using abbreviations,…

This study examined notes taken by 29 undergraduate native and non-native speakers of English during a lecture on commercial law. It found that native speakers took more detailed notes and more accurately recorded the hierarchical structure and principal elements of the lecture than non-native speakers. (48 references) (MDM)

Notetaking is important for recording and remembering class content in most university courses. Despite the importance of this behavior, however, students are often poor notetakers. This study compared undergraduates' notes after traditional lecture, lecture with slides, and lecture with slides plus guided notes. Data on the percentages of…

Several recent investigations have suggested that students need help with their notes, as even successful students may fail to record many ideas communicated by the lecturer. Results also suggest that there is value in having students participate in the notetaking process in that they are more likely to remember what they have noted, even if full…

Forty-four undergraduates received different types of notes for review of a lecture (complete text, linear outline, or matrix), or received no notes. Any form of notes increased performance over no notes, with matrix and outline notes producing higher recall and matrix notes producing greatest transfer. (SLD)