Implementing Handwritten Notetaking : An Action Research Study of EFL University Students’ Practices, Engagement, and Grammar Retention

This paper reports on an action research study designed to enhance EFL university students’ grammar retention and increase their engagement through handwritten notetaking, while also examining their current notetaking practices. The study used a mixed-methods approach: The effect on grammar retention was assessed using a pre and post-test, while notetaking practices were assessed through analysis of students’ notes, and engagement was assessed through classroom observation and an open-ended questionnaire. The findings revealed that the intervention resulted in no statistically significant difference in the students’ grammar pre- and post-test scores. Furthermore, an examination of students’ notes revealed a deficiency in critical notetaking skills, suggesting this skill gap may have limited the strategy’s effect on grammar comprehension and retention. Nonetheless, qualitative data indicated that students perceived the strategy as useful and reported increased attention and engagement during the lessons. The study concludes by emphasizing the crucial need for EFL university instructors to explicitly teach effective notetaking skills and provide targeted support to maximize the potential benefits of this learning strategy.