APSTRACT

 The present study investigated EFL Libyan undergraduate students’ attitude towards effect of note taking strategies on academic achievement. The study also explored whether there is a significant difference in students’ attitude towards effect of note taking strategies on academic achievement regarding to gender. A total of 80 participants were all EFL undergraduate students from Tripoli University. The data were collected by a questionnaire and analyzed statistically by SPSS Program. The findings indicated that the participants showed positive attitudes towards the benefit of note taking strategies on academic achievement i.e. note taking helps to improve academic achievement. It was also found that there is not a statistically significant difference in students’ attitude towards the effect of note taking strategies on academic achievement due to gender. In the light of above results, some recommendations are finally provided for teachers and students to consider. Key words: note taking strategies, academic achievement, attitude, gender.