There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies (N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a set of potential moderators (i.e., learner variables, treatment variables, note-taking features, learning target, and measurement type). Results revealed that note taking had a small to medium positive overall effect on learning through exposure to L2 input (g = 0.56, 95% CI: 0.24–0.88). Subsequent moderator analyses revealed that variability in the size of note-taking effects across studies was explained by learner variables (context, region, orthographic scripts, institutional level), treatment variables (mode of input, material type), note-taking features (note-taking behavior, number of note-taking sessions, provision and type of note-taking strategy instruction, total length of instruction, opportunity to review notes), learning target, and measurement type. Based on the obtained findings, teachers are recommended to incorporate note taking in L2 classrooms. Pedagogical suggestions and directions for future research are also provided.

人们对第二语言（L2）研究中笔记的影响越来越感兴趣。然而，还没有进行荟萃分析来检验记笔记和通过接触第二语言输入进行学习之间的关系。我们从 21 项研究 ( N = 1992) 中检索了 28 个效应大小，以探索记笔记的总体效果，并检查记笔记的有效性可能随一组潜在调节因素而变化的程度（即、学习者变量、治疗变量、笔记特征、学习目标和测量类型）。结果显示，做笔记对通过接触 L2 输入进行学习有小到中等的积极总体影响（g = 0.56，95% CI：0.24-0.88）。随后的调节分析显示，不同研究中笔记效果大小的变异性可以通过学习者变量（背景、地区、正字法、机构水平）、治疗变量（输入方式、材料类型）、笔记特征（注释）来解释。 -记笔记行为、记笔记次数、记笔记策略指导的提供和类型、指导总长度、复习笔记的机会）、学习目标和测量类型。根据所得结果，建议教师在二级课堂中纳入笔记。还提供了未来研究的教学建议和方向。