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tegies........ 37
4.2.5 Students' difficulties in note-taking........40
4.3 Correlation between English achievements and note-taking........ 40
4.4 Correlation between English achievements and notes scores........ 44
4.5 Comparative analysis between pre-test and post-test........ 44
4.6 Results and discussion of the interview........ 45
Chapter 5 Conclusion........ 46
5.1 Major findings........ 46
5.2 Pedagogical implications........ 47
5.3 Limitations of this research........ 50
5.4 Future prospect ........50

Chapter 4 Results and findings

4.1 Descriptive statistics of respondents
40 students attended the questionnaire, but only 35 questionnaires were returned.The response rate was 87.5%. 5 questionnaires were left blank. The number of validquestionnaire was 30. Chart 4-1 shows the gender breakdown of respondents. Thepercentage of male and female was 36.7% and 63.3% respectively. When students were asked “Are lecture notes helpful for your studies?”，16.7%students believed that it was very helpful. 53.3% students believed that it was of somehelp. 23.3 % students agreed that sometimes it was helpful, but sometimes it wasn't.6.7% students believed that it was of no help for their studies. No respondents regardednote-taking as totally helpless.From this table，we can see most students take an active attitude towards note-taking.70% respondents are sure that it will benefit their studies.

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Conclusion

The descriptive summary of students is 36.6% male and 63.3% female，mostly at 17years old. 1good students, medium students and 9 poor students are included. Thedistribution of test score is even.Firstly, in students' attitude towards note-taking, most students take an activeattitude towards note-taking and are sure that it will benefit their studies. They alsorealize the function of notes in memory and review. Meanwhile, most students believethat there is association between note-taking and high scores. Note-taking_helps themget high scores. More than half students confirm the contribution of note-taking tounderstanding materials. However，the shortcoming is that students' initiatives to takenotes are so satisfactory. It needs to be strengthened.Secondly, in students' note-taking habits, over a half of students choose key pointsto take notes，rather than take them all. It is inspiring to find that taking notes hasbecome a habit of most students. The details of note-taking mainly depend on itsimportance, difficulty and the interests of note-takers. The main contents of notes arethe outline and conclusion of lecture. For a large nxunber of notes, over half of studentschoose to transcribe or copy their classmates' notes or record them selectively.
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Reference (omitted)

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