kala-tamin ‏‎On the Effects of Note-Taking Aids on the Reproduction of Class Lectures‎‏


‏‎On the Effects of Note-Taking Aids on the Reproduction of Class Lectures‎‏




‏‎In academic environments most information is conveyed to students through lecture.


مقارنه الازمنه بین اللغتین، الفارسیه و العربیه
This teaching technique requires sophisticated listening and note-taking skills and poses additional difficulties for nonnative students.


الشعرالعربی فی صدر الاسلام
For this reason, study skill courses are becoming an integral part of undergraduate programs of English medium universities.


دراسه و تحقیق المخطوطه المسماه ب "مفتاح‌المغلقات فی شرح المعلقات " معلقه امری القیس بن حجر الکندی و معلقه‌لبید بن ربیعه العامری للسیداحمد ب
Thus, studying and identifying areas that might be amenable to improvement through teaching is highly recommended.


شرح بدیعیه صفی الدین فی مدح الرسول
As an answer to this call, this paper presents a note-taking aid for individuals with speed writing difficulties.


Vocabulary development and the role of contextually based training
It recommends the introduction of "abbreviations" for note-taking" as a helpful aid for transcribing lectures while being under the pressure of time.


خاندان رسالت در آینه شعر ازری
Therefore, in order to see whether or not using abbreviation while writing has any improving effect on note-taking, two equivalent groups of students were chosen through statistical procedures: one group (n=30) served as the control group and the other (n=30) as the experimental group.


رثاء اهل البیت (ع) فی شعر العصر الاموی
The experimental group undertook the treatment in the use of abbreviation in writing.


شرح احوال و آثار بارودی و شرح و ترجمه گزیده‌ای ازابیات وی
They received some conventions (a set of sound symbols) to be used in transcribing lectures at the moment they are delivered.

‎‏ ‏‎Before any tratment was given, the students in both groups were pretested through a proficiency test (TOEFL 1993).

A T-test was conducted for comparing the mean scores of the two groups on TOFEL.

The result of the t-test demonstrated that the two groups were homogenous in terms of their language proficiency.

After the treatment period, in order to find out whether any difference existed between the two groups' results, the notes of the students already receiving instruction in note-taking with reduced form of language (symbols and abbreviations) were compared in a post-test session with regard to the number of idea units recorded.

Results showed that chi-square for comparing the groups was 271/00 at 1 degree of freedom and .05 level of significance.

Thus, it can be concluded that there is a significant difference between the two groups regarding their use of propositions.

The experimental group produced 1979 propositions almost twice the numberr of propositions produced by the control group, i.e., 1070.

Thus, the null hypothesis was rejected.‎‏


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