The Influence of Suggested Cornell Note-taking Method on Improving Writing Composition Skills of Jordanian EFL Learners

Abstract

The study aimed at discovering the impact of suggested Cornell Note-Taking Training Model on improving writing composition skills. The sample of the study consisted of (58) English students in the second year selected randomly from the English departments in Al-Balqa Applied university. The sample was divided into two groups: experimental and control group. The researcher designed an exam and examined the students in both groups in pre-test and post-test to find the equivilance and the difference between both groups. After examination and analyzing data, the results of the study show statistical significant differences at the significance level (α≤ 0.05) between the mean scores of the experimental group which taghut by using Cornell method and the control group which used the conventional method in teaching composition.

The effectiveness of note taking through exposure to L2 input: A meta-analysis

“…Listening and reading consisted of listening and reading comprehension, respectively. One study (Alzu’bi, 2019) looked at the influence of note taking on improving learners’ writing skills.…”

“…Following two meta-analyses in L1 note taking (Kobayashi, 2005; Voyer et al, 2022), recall (e.g., meaning recall, form recall) and recognition (e.g., multiple-choice test, True/False questions) were coded as two distinct measures. Moreover, one study (Alzu’bi, 2019) investigated students’ improvement of writing skills, which is different from recall or recognition of information; therefore, the measurement type of this study was coded as free writing. Also, the results of Zohrabi and Esfandyari’s (2014) study did not differentiate the types of measurement, so the label mixed was included.…”

Engaging Indonesian students in “read, reread, list, compose” strategy to enhance paraphrasing skill

“…For this reason, RRLC strategy is occupied that emphasizes on note-taking task in improving students' paraphrasing skill as proposed by Kettel and DeFauw [8]. In addition, note-taking has been studied as an effective strategy in writing activity [8], [13], [14]. It is also an applicable way to avoid plagiarism practice [8].…”

“…RRLC strategy highlights note-taking activity which is one of mnemonic devices and known as one of the effective ways in making good academic writing especially in making paraphrase [17]. Note-taking activity has been examined to give significant impact on producing good writing products [13], [18]. This RRLC strategy is conducted in four steps as its name; read, reread, list, and compose.…”

Structured Notetaking and Student Performance in Microeconomics Courses

“…Second, we examine whether the training and improved notes correlate with improved performance in economics coursework, rather than the more commonly used high school or humanities coursework. Third, we collect the necessary data using a framed field experiment (Harrison & List, 2004) and measure within-student changes in performance and notetaking quality rather than between-class examinations typically found in the literature (Alzu’bi, 2019; Baharev, 2016; Broe, 2013; Donohoo, 2010; Evans & Shively, 2019; Pauk & Owens, 2011; Quintus et al, 2012). In the experiment we first attempt to improve the quality of students’ notes by teaching them the Cornell method of structured notetaking, and then assess whether the improved notes correlate positively with students’ performance in the course.…”