چکیده

This study aimed at investigating the impact of teaching note taking strategies on speaking performance of holistic and analytic EFL learners. To fulfill this purpose, 60 Iranian male and female intermediate students from Sharif University, the Faculty of Engineering, aged between 18 to 22 years old, took part in the study. The classes were intact and nonrandomized. After assuring of the homogeneity of students in terms of their English proficiency level through a piloted PET test, Group Embedded Figures Test was administered in order to identify different learning styles. Next, note taking strategies lasting ten sessions were taught. After the treatment, a post- test was administered. The data were analyzed though the parametric paired-samples t-test and analysis of covariance (ANCOVA) both of which assumed normality of the data. This study revealed a differential impact of instruction of note taking strategies on speaking performance of analytic learners rather than holistic learners. However, holistic learners performed better than the holistic learners on the speaking test. The study has implications for teachers and curriculum designers.

کليدواژه ها

Note Taking Strategies, Speaking Performance, Holistic Learners, Analytic Learners

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Mohammad Salehi , 1398 , Note-Taking Strategies, Speaking Performance and Learning Styles , اولين کنفرانس بين المللي مطالعات زبان انگليسي