How Do Different Forms of Note-Taking Affect Second Language Vocabulary Learning?
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| Title: | How Do Different Forms of Note-Taking Affect Second Language Vocabulary Learning? |
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| Language: | English |
| Authors: | Zhouhan Jin (ORCID |
| Source: | Language Learning. 2025 75(4):1185-1221. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Notetaking, Second Language Learning, Vocabulary Development, Recall (Psychology), English (Second Language), Foreign Countries, Writing (Composition), Prior Learning, Lecture Method |
| Geographic Terms: | China |
| DOI: | 10.1111/lang.12705 |
| ISSN: | 0023-8333 1467-9922 |
| Abstract: | 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. Results showed that (a) guided note-taking contributed to greater vocabulary learning than conventional note-taking on the form recall test, (b) both guided and conventional note-taking contributed to significant vocabulary gains on the meaning recall test, and (c) viewing without note-taking did not contribute to significant learning gains. The analyses also revealed that writing unknown words in notes, the inclusion of target words in the lecture slides, and learners' prior vocabulary knowledge affected learning, but frequency of occurrence, word length, and learners' level of viewing comprehension did not. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/bsnkg |
| Entry Date: | 2025 |
| Accession Number: | EJ1489346 |
| Database: | ERIC |
| Abstract: | 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. Results showed that (a) guided note-taking contributed to greater vocabulary learning than conventional note-taking on the form recall test, (b) both guided and conventional note-taking contributed to significant vocabulary gains on the meaning recall test, and (c) viewing without note-taking did not contribute to significant learning gains. The analyses also revealed that writing unknown words in notes, the inclusion of target words in the lecture slides, and learners' prior vocabulary knowledge affected learning, but frequency of occurrence, word length, and learners' level of viewing comprehension did not. |
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| ISSN: | 0023-8333 1467-9922 |
| DOI: | 10.1111/lang.12705 |
