Araştırma Makalesi
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Exploring University Students’ Note-taking in Literature Courses: A Translanguaging Perspective

Yıl 2022, Cilt: 51 Sayı: 2, 1468 - 1486, 31.08.2022
https://doi.org/10.14812/cuefd.1027947

Öz

Note-taking (NT) in a university lecture or a seminar taught in English is a daunting task for non-native speakers due to the specific academic and cognitive skills it necessitates. Students are supposed to comprehend the information introduced by the speaker, identify the particular register, distinguish the necessary and unnecessary information, transform spoken language into personally distinguishable written codes and information chunks and write down in the pace of speech in order not to miss key points made by the speaker. Considering note-taking as a personal study tool commonly utilized by students in tertiary education, this study attempts to understand the relationship between translanguaging and note-taking in university-level courses taught at an English Language and Literature (ELL) programme of a public university in Turkey. The data were obtained through students’ notes, student and lecturer interviews and observations during classes in the spring semester. The research primarily aims to investigate how university students take notes in content-based courses. Particular attention is paid to students’ use of translanguaging in their lesson notes. The samples reveal an adequate number of instances where students listen to a lecture delivered in L2 and take their notes in a combination of L1 and L2. The results show that translanguaging is not only a tool used verbally by students in their interactions, but also a potential asset for note-taking. Focusing on an under-researched practice and unveiling the attitudes towards it, the study reveals the functions of translanguaging practices in student notes. It thus suggests that the scope of the research on translanguaging could be broadened to the written practices and their complementary uses in academic classes.

Kaynakça

  • Al-Musalli, A. M. (2015). Taxonomy of lecture note-taking skills and subskills. International Journal of Listening, 29(3), 134-147. https://doi.org/10.1080/10904018.2015.1011643
  • Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Pearson.
  • Blackledge, A., Creese, A., & Hu, R. (2016). The structure of everyday narrative in a city market: An ethnopoetics approach. Journal of Sociolinguistics, 20(5), 654-676. https://doi.org/10.1111/josl.12213
  • Byrne, B. (2004). Qualitative interviewing. In C. Seale (Ed.), Researching society and culture (2nd ed.) (pp. 179-192). Sage Publication.
  • Bonner, J. M., & Holliday, W. G. (2006). How college science students engage in note‐taking strategies. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(8), 786-818. https://doi.org/10.1002/tea.20115
  • Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
  • Carrell, P. L., Dunkel, P., & Mollaun, P. (2002). The effects of notetaking, lecture length, and topic on the listening component of TOEFL 2000. Educational Testing Service.
  • Carrier, C. A., & Titus, A. (1979). The effects of notetaking: A review of studies. Contemporary Educational Psychology. 4(4), 299–314. https://doi.org/10.1016/0361-476X(79)90050-X
  • Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. CUNY-NYSIEB. New York, NY: Cuny-Nysieb.
  • Chang, H. (2007). A study on lecture note-taking by GITI students. Proceedings of the 24th Conference on English Teaching and Learning. 212-227. Taiwan ELT Publishing.
  • Chaudron, C., Loschky, L., & Cook, J. (1994). Second language listening comprehension and lecture note-taking. In J. Flowerdew (Ed.), Academic Listening: Research Perspectives, (pp. 75-92). New York: Cambridge University Press.
  • Crawford, M. J. (2016). Lecture notetaking: Questions and answers. The Language Teacher, 40(2), 9-12.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publication.
  • Di Vesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8.
  • Dunkel, P. (1988). The content of L1 and L2 students' lecture notes and its relation to test performance. Tesol Quarterly, 22(2), 259-281. https://doi.org/10.2307/3586936
  • Dunkel, P., & Pialorsi, F. (1982). Advanced listening comprehension: Developing listening and note-taking skills. Newbury House Publishers.
  • Espinosa, C., Ascenzi-Moreno, L., & Vogel, S. (2016). A translanguaging pedagogy for writing: A CUNY-NYSIEB guide for educators. New York, CUNY-NYSIEB.
  • Fajardo, C. P. (1996). Note-taking: A useful device. English Teaching Forum, 34(2), 22-26.
  • Fennema-Bloom, J. R. (2010). Code-scaffolding: A pedagogic code-switching technique for bilingual content instruction. Journal of Education, 190(3), 27-35. https://doi.org/10.1177/002205741019000304
  • Fisher, J. L., & Harris, M. B. (1973). Effect of note taking and review on recall. Journal of Educational Psychology, 65(3), 321- 325. https://doi.org/10.1037/h0035640
  • Flowerdew, J. (1994). Research of relevance to second language lecture comprehension—an overview. In J. Flowerdew (Ed.), Academic listening: Research Perspectives (pp. 7–29). New York: Cambridge University Press.
  • Flowerdew, J., & Miller, L. (1992). Student perceptions, problems and strategies in second language lecture comprehension. RELC Journal, 23(2), 60-80. https://doi.org/10.1177/003368829202300205
  • Flowerdew, J., & Miller, L. (1997). The teaching of academic listening comprehension and the question of authenticity. English for Specific Purposes, 16(1), 27-46. https://doi.org/10.1016/S08894906(96)00030-0
  • Garcia, O. (2009). Emergent Bilinguals and TESOL: What's in a name?. TESOL Quarterly, 43(2), 322-326. https://doi.org/10.1002/j.1545-7249.2009.tb00172.x
  • Garcia, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 9–33). New York: Routledge.
  • Garcia, O. & L. Wei. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave MacMillan.
  • Hamp‐Lyons, L. (1983). Survey of materials for teaching advanced listening and note taking. TESOL Quarterly, 17(1), 109-122. https://doi.org/10.2307/3586428
  • Horner, B., Lu, M. Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321.
  • Jacobs, J. K., Kawanaka, T., & Stigler, J. W. (1999). Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching. International Journal of Educational Research, 31(8), 717-724. https://doi.org/10.1016/S0883-0355(99)00036-1
  • Katayama, A. D., & Robinson, D. H. (2000). Getting students “partially” involved in note-taking using graphic organizers. The Journal of Experimental Education, 68(2), 119- 133. https://doi.org/10.1080/00220970009598498
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443-459. http://dx.doi.org/10.7827/TurkishStudies.7596
  • Kiewra, K. A. (2002). How classroom teachers can help students learn and teach them how to learn. Theory Into Practice, 41(2), 71-80. https://doi.org/10.1207/s15430421tip4102_3
  • Kiewra, K. A., Benton, S. L., Kim, S. I., Risch, N., & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20(2), 172-187. https://doi.org/10.1006/ceps.1995.1011
  • Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30(2), 242-262. https://doi.org/10.1016/j.cedpsych.2004.10.001
  • Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Routledge.
  • Mazak, C. M. (2017). Introduction: Theorizing translanguaging practices in higher education. In C. Mazak & K. S. Carroll (Eds.), Translanguaging in Higher Education: Beyond monolingual ideologies (pp. 1–10). Tonawanda, NY:Multilingual Matters. https://doi.org/10.21832/9781783096657-003
  • Mazak, C. M., & Carroll, K. S. (Eds.). (2016). Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters.
  • Mendelsohn, D. J. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101. https://doi.org/10.1017/S0267190500003494
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307. https://doi.org/10.1515/applirev-2015-0014 Oxford, R. L. (1990). Styles, strategies, and aptitude: Important connections for language learning. In T.S. Parry, C.W. Stansfield (Eds.), Language Aptitude Reconsidered (pp. 67-125). Prentice Hall, Englewood Cliffs, NJ.
  • Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291-312. https://doi.org/10.1002/acp.1086
  • Rapley, J.T. (2001) The art(fullness) of open-ended interviewing: Some considerations on analysing interviews. Qualitative Research, 1(3), 303-323. https://doi.org/10.1177/146879410100100303
  • Richards, K. (2003). Qualitative inquiry in TESOL. Palgrave Macmillan.
  • Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G. (1997). Signaling, notetaking, and field independence–dependence in text comprehension and recall. Journal of Educational Psychology, 89(3), 508-517. https://doi.org/10.1037/0022-0663.89.3.508
  • Rickards, J. P., & Friedman, F. (1978). The encoding versus the external storage hypothesis in notetaking. Contemporay Educational Psychology, 3(2), 136-143. https://doi.org/10.1016/0361-476X(78)90020-6
  • Ritchie J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. Sage Publication.
  • Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-111. https://doi.org/10.3200/JOER.100.2.103-111
  • Robinson, D. H., & Molina, E. (2002). The relative involvement of visual and auditory working memory when studying adjunct displays. Contemporary Educational Psychology, 27(1), 118-131. https://doi.org/10.1006/ceps.2001.1081
  • Rost, M. (2002). Listening tasks and language acquisition. In JALT 2002 at Shizuoka Conference Proceedings. Retrieved in September (Vol. 25, p. 2012).
  • Sheppard, A. (2015). Note taking strategies in a lecture environment. http://archives.algomau.ca/main/sites/default/files/2015-035_003_013_001.pdf.
  • Shifidi, L. N. (2014). Integration of translanguaging in lessons: An approach to teaching and learning in Namibian junior secondary schools. A qualitative case study in three regions in Namibia. [Unpublished master's thesis]. Hedmark University College.
  • Siegel, J. (2016). A pedagogic cycle for EFL note-taking. Elt Journal, 70(3), 275-286. https://doi.org/10.1093/elt/ccv073
  • Soltero-González, L., Escamilla, K., & Hopewell, S. (2012). Changing teachers’ perceptions about the writing abilities of emerging bilingual students: Towards a holistic bilingual perspective on writing assessment. International Journal of Bilingual Education and Bilingualism, 15(1), 71-94. https://doi.org/10.1080/13670050.2011.604712
  • Thomson, W., Kelvin, W. T. B., & Tait, P. G. (2003). Principles of mechanics and dynamics (Vol.2). Courier Corporation.
  • Titsworth, B. S., & Kiewra, K. A. (2004). Spoken organizational lecture cues and student notetaking as facilitators of student learning. Contemporary Educational Psychology, 29(4), 447-461. https://doi.org/10.1016/j.cedpsych.2003.12.001
  • Tsai-Fu, T. S. A. I., & Wu, Y. (2010). Effects of note-taking instruction and note-taking languages on college EFL students’ listening comprehension. New Horizons in Education, 58(1), 120-132.
  • van der Meer, J. (2012). Students’ note-taking challenges in the twenty-first century: Considerations for teachers and academic staff developers. Teaching in Higher Education, 17(1), 13-23. https://doi.org/10.1080/13562517.2011.590974

Üniversite Öğrencilerinin Edebiyat Derslerinde Not Tutmalarını Keşfetme: Bir Dillerarası Geçiş Perspektifi

Yıl 2022, Cilt: 51 Sayı: 2, 1468 - 1486, 31.08.2022
https://doi.org/10.14812/cuefd.1027947

Öz

Bir üniversite dersinde veya seminerde İngilizce not alma (NA), gerektirdiği özel akademik ve bilişsel becerilerden dolayı göz korkutucu bir iştir. Öğrencilerden, konuşmacı tarafından sunulan bilgileri anlamaları, aktarıldığı tarzı belirlemeleri, konuşmanın gerekli ve gereksiz kısımlarını ayırt etmeleri, konuşulan dili kişisel olarak ayırt edilebilir kodlara ve bilgi yığınlarına dönüştürmeleri ve önemli noktaları kaçırmadan konuşma hızında yazmaları beklenir. Not almayı, yükseköğretimdeki öğrenciler tarafından yaygın kullanılan bir kişisel çalışma aracı olarak ele alan bu çalışma, Türkiye'de bir devlet üniversitesinin İngiliz Dili ve Edebiyatı programında okutulan üniversite düzeyindeki derslerde dillerarası geçiş ve not alma arasındaki ilişkiyi anlamaya çalışmaktadır. Veriler; öğrenci notları, öğrenci ve öğretim üyesi görüşmeleri ve derslerde yapılan gözlemler yoluyla bahar döneminde toplanmıştır. Araştırma, öncelikle üniversite öğrencilerinin içerik temelli derslerde nasıl not aldıklarını araştırmayı amaçlamaktadır. Öğrencilerin ders notlarında dillerarası geçişi nasıl kullandığına özel önem verilecektir. Örnekler, öğrencilerin ikinci dilde verilen bir dersi dinlediğinde, birinci ve ikinci dil kombinasyonunda notlarını aldığını ortaya koymaktadır. Sonuçlar, dillerarası geçişin sadece öğrenciler tarafından etkileşimlerinde sözlü olarak kullanılan bir araç olmadığını, aynı zamanda not almak için potansiyel bir araç olduğunu göstermektedir. Az araştırılmış bir uygulamaya odaklanan ve ona yönelik tutumları ortaya koyan bu çalışma, öğrenci notlarında dillerarası geçiş uygulamalarının işlevlerini ortaya koymaktadır. Bu nedenle, bu konudaki araştırmanın kapsamının, yazılı uygulamalara ve bunların akademik sınıflardaki tamamlayıcı kullanımlarına genişletilebileceğini önermektedir.

Kaynakça

  • Al-Musalli, A. M. (2015). Taxonomy of lecture note-taking skills and subskills. International Journal of Listening, 29(3), 134-147. https://doi.org/10.1080/10904018.2015.1011643
  • Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Pearson.
  • Blackledge, A., Creese, A., & Hu, R. (2016). The structure of everyday narrative in a city market: An ethnopoetics approach. Journal of Sociolinguistics, 20(5), 654-676. https://doi.org/10.1111/josl.12213
  • Byrne, B. (2004). Qualitative interviewing. In C. Seale (Ed.), Researching society and culture (2nd ed.) (pp. 179-192). Sage Publication.
  • Bonner, J. M., & Holliday, W. G. (2006). How college science students engage in note‐taking strategies. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(8), 786-818. https://doi.org/10.1002/tea.20115
  • Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
  • Carrell, P. L., Dunkel, P., & Mollaun, P. (2002). The effects of notetaking, lecture length, and topic on the listening component of TOEFL 2000. Educational Testing Service.
  • Carrier, C. A., & Titus, A. (1979). The effects of notetaking: A review of studies. Contemporary Educational Psychology. 4(4), 299–314. https://doi.org/10.1016/0361-476X(79)90050-X
  • Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. CUNY-NYSIEB. New York, NY: Cuny-Nysieb.
  • Chang, H. (2007). A study on lecture note-taking by GITI students. Proceedings of the 24th Conference on English Teaching and Learning. 212-227. Taiwan ELT Publishing.
  • Chaudron, C., Loschky, L., & Cook, J. (1994). Second language listening comprehension and lecture note-taking. In J. Flowerdew (Ed.), Academic Listening: Research Perspectives, (pp. 75-92). New York: Cambridge University Press.
  • Crawford, M. J. (2016). Lecture notetaking: Questions and answers. The Language Teacher, 40(2), 9-12.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publication.
  • Di Vesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63(1), 8.
  • Dunkel, P. (1988). The content of L1 and L2 students' lecture notes and its relation to test performance. Tesol Quarterly, 22(2), 259-281. https://doi.org/10.2307/3586936
  • Dunkel, P., & Pialorsi, F. (1982). Advanced listening comprehension: Developing listening and note-taking skills. Newbury House Publishers.
  • Espinosa, C., Ascenzi-Moreno, L., & Vogel, S. (2016). A translanguaging pedagogy for writing: A CUNY-NYSIEB guide for educators. New York, CUNY-NYSIEB.
  • Fajardo, C. P. (1996). Note-taking: A useful device. English Teaching Forum, 34(2), 22-26.
  • Fennema-Bloom, J. R. (2010). Code-scaffolding: A pedagogic code-switching technique for bilingual content instruction. Journal of Education, 190(3), 27-35. https://doi.org/10.1177/002205741019000304
  • Fisher, J. L., & Harris, M. B. (1973). Effect of note taking and review on recall. Journal of Educational Psychology, 65(3), 321- 325. https://doi.org/10.1037/h0035640
  • Flowerdew, J. (1994). Research of relevance to second language lecture comprehension—an overview. In J. Flowerdew (Ed.), Academic listening: Research Perspectives (pp. 7–29). New York: Cambridge University Press.
  • Flowerdew, J., & Miller, L. (1992). Student perceptions, problems and strategies in second language lecture comprehension. RELC Journal, 23(2), 60-80. https://doi.org/10.1177/003368829202300205
  • Flowerdew, J., & Miller, L. (1997). The teaching of academic listening comprehension and the question of authenticity. English for Specific Purposes, 16(1), 27-46. https://doi.org/10.1016/S08894906(96)00030-0
  • Garcia, O. (2009). Emergent Bilinguals and TESOL: What's in a name?. TESOL Quarterly, 43(2), 322-326. https://doi.org/10.1002/j.1545-7249.2009.tb00172.x
  • Garcia, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 9–33). New York: Routledge.
  • Garcia, O. & L. Wei. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave MacMillan.
  • Hamp‐Lyons, L. (1983). Survey of materials for teaching advanced listening and note taking. TESOL Quarterly, 17(1), 109-122. https://doi.org/10.2307/3586428
  • Horner, B., Lu, M. Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321.
  • Jacobs, J. K., Kawanaka, T., & Stigler, J. W. (1999). Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching. International Journal of Educational Research, 31(8), 717-724. https://doi.org/10.1016/S0883-0355(99)00036-1
  • Katayama, A. D., & Robinson, D. H. (2000). Getting students “partially” involved in note-taking using graphic organizers. The Journal of Experimental Education, 68(2), 119- 133. https://doi.org/10.1080/00220970009598498
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443-459. http://dx.doi.org/10.7827/TurkishStudies.7596
  • Kiewra, K. A. (2002). How classroom teachers can help students learn and teach them how to learn. Theory Into Practice, 41(2), 71-80. https://doi.org/10.1207/s15430421tip4102_3
  • Kiewra, K. A., Benton, S. L., Kim, S. I., Risch, N., & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20(2), 172-187. https://doi.org/10.1006/ceps.1995.1011
  • Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30(2), 242-262. https://doi.org/10.1016/j.cedpsych.2004.10.001
  • Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Routledge.
  • Mazak, C. M. (2017). Introduction: Theorizing translanguaging practices in higher education. In C. Mazak & K. S. Carroll (Eds.), Translanguaging in Higher Education: Beyond monolingual ideologies (pp. 1–10). Tonawanda, NY:Multilingual Matters. https://doi.org/10.21832/9781783096657-003
  • Mazak, C. M., & Carroll, K. S. (Eds.). (2016). Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters.
  • Mendelsohn, D. J. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101. https://doi.org/10.1017/S0267190500003494
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307. https://doi.org/10.1515/applirev-2015-0014 Oxford, R. L. (1990). Styles, strategies, and aptitude: Important connections for language learning. In T.S. Parry, C.W. Stansfield (Eds.), Language Aptitude Reconsidered (pp. 67-125). Prentice Hall, Englewood Cliffs, NJ.
  • Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291-312. https://doi.org/10.1002/acp.1086
  • Rapley, J.T. (2001) The art(fullness) of open-ended interviewing: Some considerations on analysing interviews. Qualitative Research, 1(3), 303-323. https://doi.org/10.1177/146879410100100303
  • Richards, K. (2003). Qualitative inquiry in TESOL. Palgrave Macmillan.
  • Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G. (1997). Signaling, notetaking, and field independence–dependence in text comprehension and recall. Journal of Educational Psychology, 89(3), 508-517. https://doi.org/10.1037/0022-0663.89.3.508
  • Rickards, J. P., & Friedman, F. (1978). The encoding versus the external storage hypothesis in notetaking. Contemporay Educational Psychology, 3(2), 136-143. https://doi.org/10.1016/0361-476X(78)90020-6
  • Ritchie J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. Sage Publication.
  • Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-111. https://doi.org/10.3200/JOER.100.2.103-111
  • Robinson, D. H., & Molina, E. (2002). The relative involvement of visual and auditory working memory when studying adjunct displays. Contemporary Educational Psychology, 27(1), 118-131. https://doi.org/10.1006/ceps.2001.1081
  • Rost, M. (2002). Listening tasks and language acquisition. In JALT 2002 at Shizuoka Conference Proceedings. Retrieved in September (Vol. 25, p. 2012).
  • Sheppard, A. (2015). Note taking strategies in a lecture environment. http://archives.algomau.ca/main/sites/default/files/2015-035_003_013_001.pdf.
  • Shifidi, L. N. (2014). Integration of translanguaging in lessons: An approach to teaching and learning in Namibian junior secondary schools. A qualitative case study in three regions in Namibia. [Unpublished master's thesis]. Hedmark University College.
  • Siegel, J. (2016). A pedagogic cycle for EFL note-taking. Elt Journal, 70(3), 275-286. https://doi.org/10.1093/elt/ccv073
  • Soltero-González, L., Escamilla, K., & Hopewell, S. (2012). Changing teachers’ perceptions about the writing abilities of emerging bilingual students: Towards a holistic bilingual perspective on writing assessment. International Journal of Bilingual Education and Bilingualism, 15(1), 71-94. https://doi.org/10.1080/13670050.2011.604712
  • Thomson, W., Kelvin, W. T. B., & Tait, P. G. (2003). Principles of mechanics and dynamics (Vol.2). Courier Corporation.
  • Titsworth, B. S., & Kiewra, K. A. (2004). Spoken organizational lecture cues and student notetaking as facilitators of student learning. Contemporary Educational Psychology, 29(4), 447-461. https://doi.org/10.1016/j.cedpsych.2003.12.001
  • Tsai-Fu, T. S. A. I., & Wu, Y. (2010). Effects of note-taking instruction and note-taking languages on college EFL students’ listening comprehension. New Horizons in Education, 58(1), 120-132.
  • van der Meer, J. (2012). Students’ note-taking challenges in the twenty-first century: Considerations for teachers and academic staff developers. Teaching in Higher Education, 17(1), 13-23. https://doi.org/10.1080/13562517.2011.590974
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Vildan İnci Kavak 0000-0001-7249-9048

Yasemin Kırkgöz 0000-0001-5838-6637

Yayımlanma Tarihi 31 Ağustos 2022
Gönderilme Tarihi 26 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 2

Kaynak Göster

APA İnci Kavak, V., & Kırkgöz, Y. (2022). Exploring University Students’ Note-taking in Literature Courses: A Translanguaging Perspective. Cukurova University Faculty of Education Journal, 51(2), 1468-1486. https://doi.org/10.14812/cuefd.1027947

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