由於全球化和國際化的推動，全英語授課（EMI）在全球教育機構中變得越來越普遍。許多研究探討了第一語言環境中的學生的筆記行為及策略，但第二語言學生在全英語授課環境中需同時理解語言和上課內容所面臨的獨特挑戰尚未獲得足夠的重視。本研究探討不同筆記方法（手寫筆記 vs.使用筆記型電腦）在全英語課程中是否對課程內容的回憶有不同的影響。此外，本研究亦探討工作記憶容量對筆記能力的影響。
本研究的參與者為44名台灣的大學生，他們被分為兩組：手寫筆記組與使用筆記型電腦組。研究工具包括工作記憶容量測驗、預先錄製的20分鐘課程、課程理解測驗、及參與者對全英語課程中筆記行為及實踐的看法的問卷。我們對參與者的筆記從質量和數量方面進行了分析，並對其訊息回憶內容的準確性進行分析。結果顯示，兩組學生記下的筆記數量相似，在課程理解測驗中的表現也類似，這表示不同的筆記方式對學生記筆記或對課程的理解並無差別。此外，工作記憶容量與筆記質量、數量和訊息回憶之間沒有顯著相關性，這表示就本研究的參與者而言，工作記憶容量並未在他們的筆記能力中發揮作用。
關於學生在全英語課程中的筆記行為及其對筆記實踐的看法，本研究發現手寫和筆記型電腦的使用者在記筆記時都面臨困難。雖然大多數手寫的學生能夠記下數字（而只有少數使用筆記型電腦的學生能夠記下數字），但兩組學生在訊息回憶時都沒有記錄任何數字數據，所以他們大多數人在課程理解測驗中與數字相關的問題都回答錯誤。此外，筆記型電腦筆記者報告說，由於忙於輸入數字，他們更容易迷失內容，並比手寫的學生更容易感到不知所措。但相對於使用筆記型電腦的學生，手寫的學生的筆記較為混亂。此外，兩組學生都有拼寫問題，但筆記型電腦使用者得益於電腦的自動更正功能，而手寫者則沒有。

English medium instruction (EMI) has become increasingly prevalent in educational institutions worldwide due to globalization and internationalization. Despite its widespread adoption, research on note-taking in L2 contexts within EMI settings remains scarce. While many studies have explored note-taking in first language (L1) environments, the unique challenges faced by L2 students in processing both language and content simultaneously in EMI settings have not received sufficient attention. The present study investigated the effectiveness of different note-taking methods, namely, longhand writing versus laptop use, in generating and recalling lecture notes among L2 students in EMI classes. Additionally, it aimed to explore the influence of working memory capacity (WMC) in note-taking abilities.
The participants of the present study were 44 EFL college students in Taiwan, and they were divided into two groups: longhand writing vs. laptop use. The instruments included a complex working memory span test, a recorded lecture, a lecture comprehension test, and an exit questionnaire. The participants’ notes of the recorded lecture were analyzed in terms of quality and quantity, and their free recall of the lecture was analyzed for accuracy. The results showed that both groups of students recorded similar amounts of notes and obtained comparable scores on the comprehension test, suggesting that the mode of note-taking did not influence their note-taking practices or comprehension of the lecture. Additionally, there were no significant correlations between WMC and note quality and quantity and information recall, indicating that WMC did not play a role on their’ note-taking abilities. Regarding the students’ note-taking behaviors and their perceptions of note-taking practices in EMI classes, the present study found that both the pencil and laptop users faced difficulties when they took notes. Although most pencil note-takers could take numerical notes (while only a few laptop note-takers could), both groups failed to record any numerical data in their free recall. It was therefore not surprising to see most of them failed the questions related to numbers in the lecture comprehension test. Furthermore, in the exit questionnaire, the laptop note-takers reported they got lost of the content more often and felt more overwhelmed than the pencil users because they were too busy typing the numbers. Meanwhile, those who used pencils took messier notes than those who used laptops. Furthermore, both groups had spelling issues, but the laptop users were assisted with auto-correction functions from laptops while the pencil ones were not.

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