Problems Students Encounter with Note-Taking in English Medium Instruction
DOI:
https://doi.org/10.22364/BJELLC.07.2017.08Keywords:
English as lingua franca, laptop note-takingAbstract
The present article aimed at researching the prerequisites of successful note-taking by students, cognitive mechanisms involved in note-taking and the correlation of note-taking with listening skills; it describes both processes taking place while students listen to a lecture and the possible strategies that students use to take notes as well as explores the hindrances that prevent successful recording of the lecture material. It is evident that taking notes does not depend only on students’ abilities to listen and take notes, but directly depends on lecturers’ abilities and skills to deliver the information. The study carried out at Turiba University and St. Petersburg State University of Economics showed to what extent note-taking affects the process of lecture comprehension by students, whether it fosters understanding of the subject as well as to what extent note-taking of B1 – C2 English level students, according to Common European Framework of Reference for Languages (CEFR), depends on students’ abilities to take notes and on lecturers’ skills to deliver information.
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