This study uses a qualitative research method wherein the authors of the abstract are interviewed, and an in-depth analysis is conducted to determine the students' perceptions regarding note-taking, the purpose of note-taking, its application, and the relationship between the use of note-taking and the level of summary. Note-taking is an active, cognitive action that helps people to overcome memory-related limitations by recording as much information as possible in limited time and space, such as classrooms. Note-taking ensures the effective use of "attention" and "memory". Moreover, it influences other factors, such as "comprehension," "recognition," and "connection" with other knowledge. The participants indicated that they were fully aware of the utility of note-taking and actively used note-taking, based on their situation and conditions. The results showed that there was a clear difference in the use of "marking" and "memo". "Marking" was often used when the psychological burden of understanding or remembering information or knowledge was weak. On the other hand, "memo was generally used when the cognitive agent consciously determined the importance of the information at hand, thus indicating the need to remember or understand the information. "Memo" and "marking" were not limited to identifying and selecting information that should be learned in the summary process. Note-taking plays a real context role in organizing information. The results show that based on the level of summary, the difference in the recognition mode of note taking was not confirmed. The "high-level" group was specific about the role and function that note-taking played in the summary process. However, the "low-level" group retained the general level of perception. These findings show that there is a clear difference between the ability of the two group to apply and use note-taking for knowledge acquisition and elaboration. In addition, the "high-level" group spent increased time and effort to identify the subject, core content, and structure of the text by using note-taking and constructing the content of the summary. The study findings provide a tentative conclusion that the use of note-taking for training in specific writing genres, such as summary writing, can lead to substantial improvement in students' writing ability.
: 어문학분야 > 국어학
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