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A pedagogic cycle for EFL note-taking

A pedagogic cycle for EFL note-taking

 Siegel, Joseph.
 Oxford University Press, 2015.
 P. 275-286. English ISSN: 09510893
English language.EFL.
Tác giả CN Siegel, Joseph.
Nhan đề A pedagogic cycle for EFL note-taking / Joseph Siegel.
Thông tin xuất bản Oxford University Press,2015.
Mô tả vật lý P. 275-286.
Tóm tắt 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.
Từ khóa tự do English language.
Từ khóa tự do EFL.
Nguồn trích ELT journal- 2016, Vol.70, No.3.
Tệp tin điện tử
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Siegel, Joseph.
245[1 2] |a A pedagogic cycle for EFL note-taking / |c Joseph Siegel.
260[ ] |b Oxford University Press, |c 2015.
300[ ] |a P. 275-286.
520[ ] |a 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.
653[0 ] |a English language.
653[0 ] |a EFL.
773[ ] |t ELT journal |g 2016, Vol.70, No.3.
856[ ] |a https://doi.org/10.1093/elt/ccv073.
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