Earticle

In the present study, attempt has been made to investigate the effect of note-taking strategy instruction individually and its interaction with gender on the students’ academic achievement. To double check the hypotheses, a true experimental method and a survey were employed. The experimental-side data were fed into SPSS and analyzed using ANCOVA. The results revealed that note-taking strategy instruction, but not its interaction with gender, had significant effects on the student achievement. Using t-test, the survey data results indicated that Iranian professors and students had high positive attitudes toward the benefits of note-taking; also, mean differences between male and female respondents were not significant. The findings both theoretically and practically provide hints for teachers, students and future researchers.

본 연구는 명시적인 메모하기 전략지도가 한국 EFL 대학생들의 메 모하기 능력에 미치는 영향을 살펴보기 위해 수행되었다. 선택 교양 강좌에 자발적으로 등록한 31명의 학습자들 중 통제집단(15명)은 교 수자의 개입 없이 스스로 메모하기 연습을 하였고, 실험집단(16명)은 교수자가 메모의 내용과 형식면에서 전략 지도를 하였다. 메모내용의 완성도와 메모의 형식적 속성에 대한 습득 정도에 있어 두 집단 간에 차이가 있는 지 분석하였다. 연구결과, 통제집단에 비해 실험집단이 메모의 정보 단위수와 들여쓰기, 약어사용, 기호사용에 있어서 통계적 으로 유의한 차이를 보이며 향상도를 나타냈다. 면담자료 분석 결과, 실험반 학습자들은 메모하기 전략지도가 메모의 내용과 형식면에서의 양적, 질적 변화에 긍정적인 영향을 주었다고 인식하였다. 본 연구의 결과를 토대로 교수자들은 다양한 교수-학습 맥락에서 명시적인 메모 하기 지도를 응용하여 연구해 볼 수 있을 것이다.

While note-taking has been considered a useful strategy to improve EFL learners' language skills, few studies have been conducted concerning the suitability of classroom pedagogy with regards to note-taking. This study investigated the effects of explicit note-taking instruction on EFL learners' note-taking abilities. Thirty-one Korean college EFL learners participated in the study. The experimental group was taught how to take notes using an outline format, whereas the control group took notes on their own. The two groups completed pre- and post-instruction note-taking tasks and six learners in the experimental group participated in interviews. The results showed that the experimental group significantly outperformed the control group in terms of the number of information units, using indentation, and using abbreviations and symbols. The results were also supported by the students' interview comments. It is suggested that note-taking instruction should be possibly adapted for use in different contexts.