ABSTRACT
Building on previous research in L1 contexts as well as language learning strategies, this chapter explores how student discussions about their notes can be a beneficial classroom practice. The benefits are potentially twofold: deeper learning of the lecture content and exposure to a wider variety of strategies for notetaking at a variety of levels. The chapter begins by outlining the role of peer-to-peer dialogic based on sociocultural theory and the work of Vygotsky, and applies the concept of the zone of proximal development to small group discussions that take place based on notes students have taken after listening to a text. Authentic conversations collected in classroom settings are analyzed through the lens of language learning strategy taxonomies in order to determine, among others, how metacognitive, cognitive, and social strategies emerge. Practical ideas of how teachers and students can maximize use of these conversations in EAP and EMI classrooms are presented.
