Abstract
Learning to take effective notes is particularly difficult for non-English-native university students enrolled on English Medium Instruction (EMI) courses. However, time and cost constraints mean that many universities provide no support in English for academic purposes or academic skills. One solution to this problem would be to work closely with subject lecturers to develop training that can be delivered within the framework of the EMI content courses themselves. We developed a pilot programme for training students to take effective notes in English and applied it within the context of a first-year content course in Economics and Business Administration at a Spanish university. The students improved on several measures from the pre-test to the post-test, and provided positive feedback. They particularly appreciated learning how to build outlines, simplify information, and use abbreviations and symbols. Questionnaire responses indicated that they had found the training useful and appreciated the possibilities for direct application of the new skills acquired in their other EMI courses. Further research on how to train students in academic language competences within the ecologically valid setting of the EMI classroom itself could include support with subject-focused academic writing and speaking skills.
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Introduction
- INTRODUCTION: Worldwide voices of experience in language education
- Research Articles
- Teaching note-taking in EMI: an experimental study in Economics and Business Administration
- Japanese EFL undergraduate students’ use of the epistemic modal verbs may, might, and could in academic writing
- The impact of ChatGPT on learners in English academic writing: opportunities and challenges in education
- An investigation into the relationship between attitudinal and non-attitudinal variables and the utilization of digital technology: the EFL Vietnamese context
- Verbal engagement strategies in Iranian Teachers’ talk: Instagram teaching context
- Sustainable language learning and ePortfolio application
- Learning Chinese and making meaning – ways to develop intercultural citizenship in the foreign language classroom
- Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class
- Exploring EFL instructors’ perceptions, conceptual awareness, and actual practices about gamification: an exploratory case study in a Turkish state university
- Harmonious learning: songs in English for ESP
- Training attitudes of primary school foreign language teachers
- Language learning strategies in focus: exploring their utilization by college student-athletes
- Which components of word knowledge do EFL learners learn?
Articles in the same Issue
- Frontmatter
- Introduction
- INTRODUCTION: Worldwide voices of experience in language education
- Research Articles
- Teaching note-taking in EMI: an experimental study in Economics and Business Administration
- Japanese EFL undergraduate students’ use of the epistemic modal verbs may, might, and could in academic writing
- The impact of ChatGPT on learners in English academic writing: opportunities and challenges in education
- An investigation into the relationship between attitudinal and non-attitudinal variables and the utilization of digital technology: the EFL Vietnamese context
- Verbal engagement strategies in Iranian Teachers’ talk: Instagram teaching context
- Sustainable language learning and ePortfolio application
- Learning Chinese and making meaning – ways to develop intercultural citizenship in the foreign language classroom
- Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class
- Exploring EFL instructors’ perceptions, conceptual awareness, and actual practices about gamification: an exploratory case study in a Turkish state university
- Harmonious learning: songs in English for ESP
- Training attitudes of primary school foreign language teachers
- Language learning strategies in focus: exploring their utilization by college student-athletes
- Which components of word knowledge do EFL learners learn?