| Title: |
Does Writing Words in Notes Contribute to Vocabulary Learning? |
| Language: |
English |
| Authors: |
Zhouhan Jin (ORCID 0000-0001-5285-9384); Stuart Webb (ORCID 0000-0002-8297-4997) |
| Source: |
Language Teaching Research. 2025 29(2):560-587. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
28 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Vocabulary Development; Notetaking; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Language Usage; Translation; Foreign Countries; College Students |
| Geographic Terms: |
China |
| DOI: |
10.1177/13621688211062184 |
| ISSN: |
1362-1688; 1477-0954 |
| Abstract: |
There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results showed that 51.2% of participants took notes, and 32.6% wrote information about target words in notes. However, there were only 95 instances of information written about the 28 target words. The results revealed that the odds of vocabulary learning were 15 and 10 times higher in the immediate and delayed posttests for target words that were written in notes. The analysis also indicated that the use of first language (L1) translation in teacher speech increased the chances that target words were written in notes, and that writing words in notes was the most effective predictor of learning. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1469807 |
| Database: |
ERIC |