Enhancing L2 Listening and Content Learning Through Note-Taking and Review
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As academic listening and note-taking gain importance in English for Academic Purposes (EAP) and English-Medium Instruction (EMI) settings, recent L2 research has highlighted note-taking as a tool for developing both academic and linguistic skills. However, empirical findings on its effectiveness in L2 contexts remain limited and inconclusive. This study examined the effects of note-taking and subsequent review on content learning as well as academic listening performance among low-intermediate EFL learners. Three intact classrooms participated: one control group and two experimental groups—one using note-taking alone and the other combining note-taking with review activities. Pre- and post-tests assessing listening comprehension and content knowledge were administered. While neither treatment led to significant gains in listening comprehension, both approaches supported the encoding and retention of academic content delivered through L2 input. Notably, the addition of review activities appeared to enhance content learning further. Pedagogically, the findings offer practical implications for EMI and EAP instruction, particularly in selecting note-taking types and designing in-class review activities to support comprehension and retention. The study underscores the value of integrating structured review with note-taking to promote more effective learning in L2 academic settings.
Abstract
As academic listening and note-taking gain importance in English for Academic Purposes (EAP) and English-Medium Instruction (EMI) settings, recent L2 research has highlighted note-taking as a tool for developing both academic and linguistic skills. However, empirical findings on its effectiveness in L2 contexts remain limited and inconclusive. This study examined the effects of note-taking and subsequent review on content learning as well as academic listening performance among low-intermediate EFL learners. Three intact classrooms participated: one control group and two experimental groups—one using note-taking alone and the other combining note-taking with review activities. Pre- and post-tests assessing listening comprehension and content knowledge were administered. While neither treatment led to significant gains in listening comprehension, both approaches supported the encoding and retention of academic content delivered through L2 input. Notably, the addition of review activities appeared to enhance content learning further. Pedagogically, the findings offer practical implications for EMI and EAP instruction, particularly in selecting note-taking types and designing in-class review activities to support comprehension and retention. The study underscores the value of integrating structured review with note-taking to promote more effective learning in L2 academic settings.