The Impact of Cornell Note-Taking Method Instruction on Grammar Learning of Iranian EFL Learners

Abstract

Given the potential benefits of classroom note taking as an essential learning strategy, the aim of the present study was to investigate how effective Cornell note-taking instruction and use could be in language grammar learning process. The variable of gender was also taken into consideration. For these reasons, 70 intermediate EFL students, 44 males and 26 females, formed two homogenous groups and underwent an experiment in which, after both groups took a pre-test, the experimental group received special training on how to take Cornell notes. Then, the two groups were exposed to grammar instruction. When the treatment was over, a test of grammar was administered to both groups. A careful examination of the data, using a series of T-tests, clearly depicted that the experimental group had outperformed the control one. With respect to the variable of gender, no significant difference was observed between the two groups. The conclusions were further discussed and used to develop some practical applications of the study.