The impact of collaborative versus individual electronic note-taking on academic writing skills among graduate students: A call-based study

This investigation sought to discern the impacts of different electronic note-taking strategies-collaborative, individual, and a hybrid of both-on the academic writing skills of Chinese EFL graduate students. The study engaged 185 participants, systematically assigned to one of four groups: those practicing collaborative electronic note-taking, those employing individual strategies, a group combining both approaches, and a control group receiving no specific electronic note-taking intervention. The evaluation of academic writing skills was conducted through pre- and post-test assessments. In addition, participants' perceptions regarding the efficacy of electronic note-taking were collected through questionnaires and interviews. Analysis of the academic writing post-test scores unveiled a statistically significant influence of the note-taking strategy on the enhancement of academic writing skills, with the metrics revealing (F(3, 81) = 15.055, p < 0.001, eta<^>2 = 0.358). This indicates a pronounced improvement in the writing capabilities of students engaged in electronic note-taking activities compared to those in the control group. Noteworthy is the performance of the individual note-taking group, which outstripped the control group's outcomes. However, comparisons within the electronic note-taking strategies-between collaborative and individual approaches or against the combined strategy-did not yield significant disparities. Feedback from the questionnaire and interviews painted a positive picture of electronic note-taking's role in academic writing skill development. Participants acknowledged several advantages, including but not limited to, the facilitation of idea diversity, the promotion of interactive learning environments, and the enhancement of writing strategies. Such qualitative insights corroborate the quantitative findings, underscoring the efficacy of electronic note-taking, in its various forms, as a potent tool for advancing the academic writing skills of Chinese EFL graduate students. This body of evidence advocates for the integration of electronic note-taking methodologies into educational curricula aimed at improving note-taking and academic writing proficiencies. It also signals the necessity for further explorations into the longitudinal impacts of these strategies on academic achievements and their adaptability across diverse educational settings. The collective data from this study enrich our understanding of electronic note-taking's potential to transform learning outcomes in higher education.