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

过去一年一直在收集数据，并撰写2021年完成的研究迭代结果。在这一年中，在两个英语语言能力不同的班级进行了教学干预。对收集到的数据的初步分析表明，五步教学干预成功地提高了两组学习者记笔记和理解讲座的能力。这些研究还包括第五步的一个变体，该变体似乎表明可以通过多种方式激活存储功能来帮助记忆和理解讲座。事实上，我们能够复制2021年的研究并获得类似的结果，这强烈表明教学干预在展示明确教授笔记技能的能力方面取得了成功。 在过去的一年里，我们还完成了对以前研究结果的分析，并在日本、北美和欧洲的学术会议上发表了这些研究结果。

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.