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AI-Augmented Note-Taking for Supporting EFL Learners in Higher Education Contexts.

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Title: AI-Augmented Note-Taking for Supporting EFL Learners in Higher Education Contexts.
Authors: Terantino, Joe1 joe.terantino@okstate.edu, Zaheer, Sidra1 szaheer@okstate.edu, Zhu, Yimeng1 yimeng.zhu@okstate.edu
Source: TESL-EJ. May2026, Vol. 30 Issue 1, preceding p1-13. 14p.
Subject Terms: *Notetaking, *Listening comprehension, *Self-regulated learning, *Higher education, *Digital learning, *Sociocultural theory, *Limited English-proficient students
Abstract: Note-taking in English as a foreign language (EFL) contexts has transformed significantly from traditional pen and paper formats to encompass more digital applications, including a wide array of Artificial Intelligence (AI) note-taking tools. As AI note-taking becomes a more prominent strategy for EFL learners, its rapid growth introduces new pedagogical and ethical complexities that educators must address. We conceptualize AI note-taking applications as mediational tools that shape and extend learners' cognitive and linguistic development. By providing real-time transcription, translation, and contextual definitions of difficult and unfamiliar words or phrases, AI tools scaffold listening comprehension and reduce the cognitive load of manual note-taking, which allows learners to focus more on active listening and comprehension. This article proposes a four-phase, instructional model grounded in Sociocultural Theory for implementing AI-augmented note-taking with EFL learners in higher education. We conclude by discussing pedagogical implications for integrating AI note-taking to sustain active participation and foster learners' movement toward greater autonomous notetaking and comprehension. [ABSTRACT FROM AUTHOR]
Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: AI-Augmented Note-Taking for Supporting EFL Learners in Higher Education Contexts.
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  Data: <searchLink fieldCode="AR" term="%22Terantino%2C+Joe%22">Terantino, Joe</searchLink><relatesTo>1</relatesTo><i> joe.terantino@okstate.edu</i><br /><searchLink fieldCode="AR" term="%22Zaheer%2C+Sidra%22">Zaheer, Sidra</searchLink><relatesTo>1</relatesTo><i> szaheer@okstate.edu</i><br /><searchLink fieldCode="AR" term="%22Zhu%2C+Yimeng%22">Zhu, Yimeng</searchLink><relatesTo>1</relatesTo><i> yimeng.zhu@okstate.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. May2026, Vol. 30 Issue 1, preceding p1-13. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Sociocultural+theory%22">Sociocultural theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink>
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  Data: Note-taking in English as a foreign language (EFL) contexts has transformed significantly from traditional pen and paper formats to encompass more digital applications, including a wide array of Artificial Intelligence (AI) note-taking tools. As AI note-taking becomes a more prominent strategy for EFL learners, its rapid growth introduces new pedagogical and ethical complexities that educators must address. We conceptualize AI note-taking applications as mediational tools that shape and extend learners' cognitive and linguistic development. By providing real-time transcription, translation, and contextual definitions of difficult and unfamiliar words or phrases, AI tools scaffold listening comprehension and reduce the cognitive load of manual note-taking, which allows learners to focus more on active listening and comprehension. This article proposes a four-phase, instructional model grounded in Sociocultural Theory for implementing AI-augmented note-taking with EFL learners in higher education. We conclude by discussing pedagogical implications for integrating AI note-taking to sustain active participation and foster learners' movement toward greater autonomous notetaking and comprehension. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.55593/ej.30117int1
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Listening comprehension
        Type: general
      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Higher education
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      – SubjectFull: Sociocultural theory
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      – SubjectFull: Limited English-proficient students
        Type: general
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      – TitleFull: AI-Augmented Note-Taking for Supporting EFL Learners in Higher Education Contexts.
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            NameFull: Zaheer, Sidra
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            – D: 01
              M: 05
              Text: May2026
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              Y: 2026
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