An investigation into Japanese students' note-taking skills in EMI/CLIL courses

点击翻译按钮获取中文摘要

The past year has been spent in collecting data and writing up results from iterations of the study completed in 2021. During this year, the pedagogical intervention was carried out in two classes of differing English language abilities. Initial analysis of data collected suggests that the 5-step pedagogic intervention was successful in improving learners' abilities to take notes and comprehend lectures in both groups of learners. These studies also included a variant on the 5th step that appears to indicate there are multiple ways in which the storage function can be activated to help retention and comprehension of lectures. The fact that we were able to replicate the study from 2021 with similar results strongly suggests that the pedagogic intervention has been successful in demonstrating the ability to explicitly teach note-taking skills. During the past year, we were also able to complete analysis of previous findings of the study and present these findings at academic conferences in Japan, North America, and Europe.