The effectiveness of note taking through exposure to L2 input: A meta-analysis

IF 4.2 1区 文学 Q1 LINGUISTICS
Zhouhan Jin, Stuart Webb
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引用次数: 0

Abstract

There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies (N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a set of potential moderators (i.e., learner variables, treatment variables, note-taking features, learning target, and measurement type). Results revealed that note taking had a small to medium positive overall effect on learning through exposure to L2 input (g = 0.56, 95% CI: 0.24–0.88). Subsequent moderator analyses revealed that variability in the size of note-taking effects across studies was explained by learner variables (context, region, orthographic scripts, institutional level), treatment variables (mode of input, material type), note-taking features (note-taking behavior, number of note-taking sessions, provision and type of note-taking strategy instruction, total length of instruction, opportunity to review notes), learning target, and measurement type. Based on the obtained findings, teachers are recommended to incorporate note taking in L2 classrooms. Pedagogical suggestions and directions for future research are also provided.
通过接触第二语言输入来做笔记的有效性:一项荟萃分析
笔记在第二语言(L2)研究中的作用越来越受到关注。然而,目前还没有荟萃分析来检验通过接触第二语言输入来做笔记和学习之间的关系。我们从21项研究(N = 1992)中检索了28个效应值,以探索笔记的总体效果,并检查笔记的有效性可能随一系列潜在调节因子(即学习者变量、治疗变量、笔记特征、学习目标和测量类型)的函数而变化的程度。结果显示,通过接触L2输入,笔记对学习具有小到中等的积极总体影响(g = 0.56, 95% CI: 0.24-0.88)。随后的调节分析显示,不同研究中笔记效果大小的差异可以由学习者变量(语境、地区、正字法、机构水平)、处理变量(输入方式、材料类型)、笔记特征(笔记行为、笔记会话次数、提供和类型的笔记策略指导、教学总时长、复习笔记的机会)、学习目标和测量类型来解释。根据所获得的发现,建议教师在第二语言课堂中加入笔记。并对今后的研究提出了教学建议和方向。
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来源期刊
CiteScore
8.00
自引率
9.80%
发文量
52
期刊介绍: Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.
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