An analysis of note-taking strategies: The effect of translanguaging on content comprehension and knowledge retention

Xinyi Wang

doi:10.54475/jlt.2021.020

Abstract

Purpose This study investigates the effectiveness of using translanguaging for note-taking on students’ lecture comprehension and retention by measuring their scores on two tests administered two weeks apart. Methods The participants were English L2 Chinese graduate students (n = 101) studying in English-language programs in various English-speaking countries at the time of the study. The study used a quasi-experimental three-arm parallel groups design to compare the relative effects of three alternative approaches to note-taking (Chinese, English, and translanguaging). All participants watched a five-minute English-language video without subtitles and took notes using their assigned strategies. Then participants immediately took a comprehension test. After two weeks, participants took a retention test. Results The results showed that those taking notes in English only outperformed those taking notes using Chinese only on low-level, fact-based questions in the comprehension test. There was no significant difference found among the three language groups (Chinese, English, and translanguaging) in other types of questions (main topic questions and numerical questions) and the overall score. In the retention test, those taking notes in English outperformed those taking notes in Chinese in the overall score and all question types except for number-based questions, with the translanguaging groups also outperforming the Chinese group in fact-based questions. In addition, students’ previous study abroad experience was not found to impact students’ comprehension and retention of the video lecture content. Conclusion It seems that translanguaging does not aid advanced L2 learners in immersion contexts; instead, translanguaging may be more helpful for lower proficiency L2 learners.

Highlights

The discussion of using one’s first language (L1) in a second language (L2) classroom, such as in bilingual or immersion programs, is controversial
Lewis et al (2012) and Duarte (2020) argued translanguaging research lacks empirical evaluation of educational outcomes. In his previous research of English for Academic Purpose (EAP) students’ notes, Siegel (2016, 2018) found that the students used a combination of L1 and L2 in their notes. He concludes that the application of translanguaging should be expanded to notetaking, which can be considered as a type of academic writing
The lack of difference among the groups on numerical questions in the retention test can be explained in the same as it was in the comprehension test, where that majority of the participants write down numbers in Arabic numerals instead of either English or Chinese

Summary

Introduction

The discussion of using one’s first language (L1) in a second language (L2) classroom, such as in bilingual or immersion programs, is controversial. Lewis et al (2012) and Duarte (2020) argued translanguaging research lacks empirical evaluation of educational outcomes In his previous research of English for Academic Purpose (EAP) students’ notes, Siegel (2016, 2018) found that the students used a combination of L1 and L2 in their notes. He concludes that the application of translanguaging should be expanded to notetaking, which can be considered as a type of academic writing. The aim in this dissertation is to investigate the effectiveness of using translanguaging in writing through comparing students’ comprehension and retention of lecture content by note-taking in their L1, L2 or combination of L1 and L2

Objectives

Methods

Results

Discussion

Conclusion