Evaluation of Note-Taking Practices and Their Impact on Writing Skills among EFL Students at Misurata University
DOI:
https://doi.org/10.36602/faj.2025.n20.33Keywords:
Note-taking, EFL learners, Writing performance, Academic skillsAbstract
This study investigates the role of note-taking in enhancing learning among EFL university students and its effectiveness in boosting cognitive engagement. Data were collected through a questionnaire and a writing task assessing spelling accuracy, handwriting, vocabulary recall, and overall writing quality. The study utilized a mixed-method design that combines both quantitative approaches (the structured questionnaire and scoring) and qualitative methods (the assessment of writing tasks) to offer a thorough understanding of how note-taking strategies affect the writing skills. Results showed that students perceived note-taking as an effective strategy for improving concentration, organization, and vocabulary retention. However, quantitative findings indicated limited gains in measurable writing skills. The results suggest that note-taking primarily supports cognitive engagement and comprehension rather than direct linguistic improvement. It is therefore recommended that note-taking be integrated with focused writing instruction to enhance its pedagogical value. The study offers insights for EFL teachers and curriculum designers aiming to develop students’ academic literacy through more strategic use of note-taking.
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Copyright (c) 2025 Mohamed Ahmed Ben Nasr, Mustafa Salem Braiek
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