International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
1. The number of respondents who vary their vocabulary when taking notes is larger (n= 206 (78.6 %) than
those who do not do (n= 56 (21.4%) especially participants who are interested in noting down every new
information, definition or term (227 i.e.86.6%).
Figure 5. Frequencies of participants’ interest in vocabulary rather than speed of reading or note taking.
2. The majority of students (246 that is 93,9 %) stop from time to time while taking notes thinking of what
might be written down and how to express understanding especially those (66 students represent 88.0%) who
tend to look up the definition or the explanation of the word in the dictionary or reread the word many times and
try to guess its meaning from the context (n= 68 i.e., 81.0%).
Figure 6. Number of students interested in comprehension and vocabulary when reading and taking notes.
$ Students lack enough practice in reading and note taking:
1. More than a half of students (160 that equal 61.1%) construct notes out of the teacher’s demand.
2. Most informants (100 that is 87.0%) try to get and remember every detail in the reading material.
Figure 7: students’ frequencies for practice in reading and note taking.
$ Students do not recognize the importance of doubling reading and note taking speeds:
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