Abstract
ABSTRACT Note-taking, as a valuable learning strategy, can enhance students’ comprehension and application of knowledge while contributing to their cognitive processing and development. This qualitative case study explores the forms and functions of note-taking as well as its influencing factors in English-medium-instruction (EMI) learning environments in China. The findings from the perspectives and experiences of two university students demonstrate that they deliberately and strategically utilised various resources (e.g. symbols and diagrams) and strategies (e.g. codeswitching and using cognitive reminders) in their note-taking. These practices encompassed cognitive, motivational, and affective aspects in accordance with either product or process orientation. The study sheds light on the potential of note-taking as a mediating means for students to navigate the intricacies of EMI, thus offering practical implications for effective EMI teaching in higher education.
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