From notes to writing: three students in focus

Abstract Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As number students taking content courses their L2 English medium instruction contexts grows, notetaking abilities are beginning to receive much-needed pedagogic research attention. Students use a variety post-listening activities, one which is writing assignments. The present paper examines relationship between taken by three academic text, tasks based on taken. Quantitative qualitative analysis written presented discussed light note content, providing insights as how used generate tasks. Pedagogic implications related note-writing task stemming from findings presented.