Retentional effects of notetaking instruction in EAP courses

Abstract

AbstractPrevious research has shown that explicit notetaking instruction in EAP courses has positive effects on student notetaking. However, many studies limit measurement of notetaking ability to immediately after an intense period of instruction. Thus, the retentional effects of notetaking instruction have yet to be investigated in the longer term. To address this research gap, this paper reports on a study that assessed students’ notetaking performance prior to, immediately after, and then again four months after the notetaking instruction to examine the retentional value of notetaking instruction. Samples of student notes (n = 40) from these three time points were analysed through ‘information units’ to determine any changes. Results indicate that the instruction had a positive and significant effect on performance in the short term and that student performance lessened over time. Pedagogic implications stemming from these findings, including regular notetaking practice and consistently reviewing notetaking strategies, are discussed.