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Direct linkZhouhan Jin; Stuart Webb – Language Learning, 2025
The present study compared learning gains at both form recall and meaning recall levels across three learning conditions: viewing without note-taking, viewing with conventional note-taking, and viewing with guided note-taking. A total of 134 Chinese learners of English were assigned to three experimental groups and a no-treatment control group.…
Descriptors: Notetaking, Second Language Learning, Vocabulary Development, Recall (Psychology)
Megan N. Imundo; Rui Ling Rachel Sanchez; Bianca Gonzalez; Rebecca M. Adler; Elizabeth Ligon Bjork – Applied Cognitive Psychology, 2025
The COVID-19 pandemic produced a unique opportunity to examine undergraduate students' notetaking practices for online courses. In this large survey study (n = 584), we examined how students' notetaking changed from before to during emergency online instruction and how students used their notes during this time. Our findings suggest that students…
Descriptors: COVID-19, Pandemics, Notetaking, Online Courses
Wanju Huang; Shamila Janakiraman – Journal of Research on Technology in Education, 2025
Statistics anxiety is a reality among many students that may affect their academic and professional lives. Although there are instructional strategies proven to demonstrate advanced statistical concepts, a method to mitigate statistics anxiety in introductory courses is lacking. This research examines the effectiveness of three interventions used…
Descriptors: Statistics Education, Animation, Video Technology, Undergraduate Students
