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Bahrami, F., & Nosratzadeh, H. (2017). The effectiveness of note-taking on reading comprehension of Iranian EFL Learners. International Journal of Applied Linguistics and English Literature, 6(7), 308-317.
Halpern, D., Piña, M., & Ortega-Gunckel, C. (2020). School performance: New multimedia resources versus traditional notes. Comunicar: Media Education Research Journal, 28(64), 37-46.
Hedeshi, V. M. (2017). The Effect of Self-Regulatory Learning Strategies on Academic Engagement and Task Value. World Family Medicine Journal: Incorporating the Middle East Journal of Family Medicine, 99(5588), 1-6.
Hughes, C. A., & Suritsky, S. K. (1994). Note-taking skills of university students with and without learning disabilities. Journal of learning disabilities, 27(1), 20-24.
Makany, T., Kemp, J., & Dror, I. E. (2009). Optimising the use of note‐taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40(4), 619-635.
Nakayama, M., Mutsuura, K., & Yamamoto, H. (2017). Effectiveness of student's note-taking activities and characteristics of their learning performance in two types of online learning. International Journal of Distance Education Technologies (IJDET), 15(3), 47-64.
Parrish, B., & Johnson, K. (2010). Promoting Learner Transitions to Postsecondary Education and Work: Developing Academic Readiness Skills from the Beginning. CAELA Network Brief. Center for Adult English Language Acquisition.
Peyton, J. K., & Schaetzel, K. (2016). Teaching writing to adult English language learners: Lessons from the field. Journal of Literature and Art Studies, 6(11), 1407-1423.
Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-111.