More attention has been given to note-taking in EFL classrooms in recent
years, probably due to growing numbers of EFL students who attend lectures
given in English and the importance of note-taking during language proficiency
tests. While textbooks and materials for note-taking practice are readily
available, classroom techniques for teaching EFL note-taking abilities are far
less abundant. To address the gap in EFL pedagogy, this study investigated a
scaffolded, step-by-step instructional cycle for EFL note-taking, beginning with
decisions about what, when, and how to record information in conjunction with
a formal outline format during lecture listening. Eighty-seven intermediate-level
Japanese university EFL learners completed pre- and post-instruction note￾taking tasks and a questionnaire related to the instruction. Findings showed
that learners recorded more information units and adopted a more visually
accessible note-taking format following the instruction. Moreover, they viewed
the pedagogical cycle as practical and beneficial.

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Tersedia

• A pedagogic cycle for EFL note-taking

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