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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?
Language: English
Authors: Zhouhan Jin (ORCID 0000-0001-5285-9384), Stuart Webb (ORCID 0000-0002-8297-4997)
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
FullText Text:
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  Data: How Do Different Forms of Note-Taking Affect Second Language Vocabulary Learning?
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  Data: <searchLink fieldCode="AR" term="%22Zhouhan+Jin%22">Zhouhan Jin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5285-9384">0000-0001-5285-9384</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stuart+Webb%22">Stuart Webb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8297-4997">0000-0002-8297-4997</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2025 75(4):1185-1221.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/lang.12705
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  Data: 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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        PageCount: 37
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      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Recall (Psychology)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: China
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