(Luận văn đại học thương mại) note taking the use of note taking skill in english listening

OVERVIEW OF THE STUDY

Rationale

English is the most widely spoken language globally and serves as the primary medium for science, technology, commerce, and information In Vietnam, English has become a mandatory subject in schools, particularly at the university level My experience at Thuong Mai University, especially in my second-year listening course, revealed that mastering listening skills can significantly improve Vietnamese learners' ability to understand spoken English.

Listening is an important part as well as an essential means of language acquisitions In the mid twentieth century, Bloomfield (1942) ever declares that:

Listening skills are essential in learning a new language, as one primarily learns to understand and speak by hearing and imitating native speakers Lundsteen (1979) emphasizes that listening is the first language skill to develop, with children listening before they speak, speaking before they read, and reading before they write This progression highlights the critical importance of teaching listening, making it the foremost skill to acquire when learning English.

The English Faculty at ThuongMai University provides listening courses for all its students; however, second-year students often lack proficiency in note-taking skills Many of these students struggle with efficiently capturing key information, as they tend to write excessively, which detracts from the main ideas presented This ineffective note-taking approach often results in them prioritizing less important details while overlooking the speaker's primary messages, ultimately leading to suboptimal learning outcomes.

Note-taking is a crucial skill that enhances listening abilities by aiding memory retention However, it is a complex task that demands high-level skills, as students must analyze and selectively record information while simultaneously listening to the speaker The challenge is compounded by the fact that speakers often talk faster than students can write, making it particularly difficult for second-year English majors at ThuongMai University to keep pace with the ideas being presented.

Inspired by various factors, I have selected the topic: "A Study on the Impact of Note-Taking Skills on Listening Abilities among Second-Year English Majors at Thuong Mai University," along with proposed solutions.

Previous studies

In his 2012 thesis, "Note-taking and Information Retention and Recall," submitted to the College of Communication and Information at Kent State University, Gary E Meacher presents a framework for the development of Notable, a versatile note-taking tool designed for diverse learning environments The application uniquely integrates considerations for various learning styles and activities that enhance information retention and recall Through ethnographic research conducted on middle school students, Meacher explores their learning contexts, including classroom dynamics, lecture styles, note-taking tools, organizational strategies, and social interactions with teachers and peers.

 "Notes on Note-Taking: Review of Research and Insights for Students and

Instructors" by Michael C Friedman (Harvard Initiative for Learning and

This literature overview serves as a valuable resource for students and instructors, shedding light on the significance of note-taking in education research Note-taking is identified as a skill that enhances student learning and information retention across various subjects Optimal learning necessitates the simultaneous use of comprehension and production processes, both of which rely on working memory, thereby complicating effective note-taking Additionally, the assessment methods for notes can vary significantly across studies, leading to challenges in consistently defining what constitutes high-quality notes.

Aims of study

 To find out the use of note-taking skill in listening skill by second year English majors in improving note-taking skill in listening class.

 To suggest some techniques to improve note-taking skill of the second- year English majors of ThuongMai University.

Research subjects

 How to take note while listening to English by the second year English majors at ThuongMai University?

The scope of study

This article explores the significance of note-taking skills in English listening for second-year English majors at ThuongMai University Due to time constraints and the scope of the study, the focus is narrowed to effective note-taking techniques that enhance listening comprehension The research specifically examines how these students can improve their note-taking abilities during listening classes, emphasizing the importance of this skill in their academic success.

Research Methology

This study explores the impact of note-taking skills on the listening abilities of second-year English majors at Thuong Mai University, employing various research methods to achieve meaningful results and propose effective solutions.

 Firstly, interviews 300 second-year English majors of ThuongMai University.

 Secondly, survey questionnaires for 300 second-year English students Major of ThuongMai University.

 Finally, in order to accomplish the graduation paper, a flexible combination of methods is used, which embraces collection, categorizing and analyzing of data, and description of result.

Organization of the study

The study is divided into four parts:

Chapter 1: INTRODUCTION presents the rationales, aims, research subjects, scope, methodology and organization of the study

Chapter 2: THEORETICAL BACKGROUND - deals with the concepts including listening and note taking skill in listening skill, types of listening, and the roles of note taking skill in listening skill

Chapter 3: DATA ANALYSIS – shows the results of the survey and a comprehensive analysis on the data collected

THEORETICAL BACKGROUND

Listening comprehension

Listening is considered as one of the most important parts of the oral communication The term is used in order to make oral communication effective.

Students dedicate about 20% of their school hours to listening, and when factoring in television viewing and half of their conversations, this figure rises to nearly 50% of their waking hours spent on listening activities In the classroom specifically, the listening time can be significantly higher.

Listening is a crucial aspect of language development, both in one's native tongue and in learning a second language As a result, many definitions and interpretations of listening and listening skills have emerged.

Listening, as defined by Howatt and Dakin (1974), is the skill of recognizing and comprehending spoken language This complex process requires the ability to interpret a speaker's accent, pronunciation, grammar, and vocabulary, while simultaneously grasping the intended meaning An effective listener can perform all four of these tasks at once.

According to Rubin (1995), listening is an active process where the listener engages in selecting and interpreting information derived from both auditory and visual cues, enabling them to understand the context and the intended message of the speakers.

Listening is an active and dynamic process that involves attending to, perceiving, remembering, and responding to both verbal and non-verbal cues According to Purdy (1991), it encompasses understanding the needs and concerns expressed by others, making it essential for effective communication.

Carol (1993) described listening as a set of activities that involve “the individual’s capacity to apprehend, recognize, discriminate or even ignore”

According to Wolvin and Coakley (1985), listening is defined as “the process of receiving, attending to and assigning meaning to aural stimuli,” highlighting its complexity as a problem-solving skill This definition emphasizes that listening involves more than just perceiving sound; it aligns with second-language theory, which views listening as an active and intricate process In this context, listeners engage with specific elements of aural input, construct meaning, and connect new information to their existing knowledge (O’Malley & Chamot, 1989).

Imhof (1998) emphasizes that listening is an active process where individuals select and integrate relevant information from auditory input This process is significantly influenced by personal intentions, which play a crucial role in effective listening.

Rost (2002) confirmed, “Listening is experiencing contextual effects‖ which can be translated as ―listening as a neurological event (experiencing) overlaying a cognitive event creating a change in a representation”, etc

Note-taking

Note-taking involves systematically recording and capturing essential information from various sources, such as lectures, discussions, and books It requires learners to organize key points in a manner that resonates with them, selecting the most suitable methods to enhance their understanding and retention of the material.

Taking notes requires active listening and the ability to connect new information to existing knowledge It also entails seeking answers to questions that emerge from the material being studied.

Walter Pauk and Ross J.Q Owens emphasize that effective note-taking goes beyond merely jotting down interesting points; it involves utilizing a structured system to accurately capture information and integrating it cohesively for better understanding.

Monereo, C highlights that note-taking is the dominant academic activity in universities and serves as a key medium for interaction between educators and students This insight has sparked growing interest in researching how students' note-taking practices influence their learning outcomes.

Note-taking is a crucial skill for university students, as it helps in effectively integrating information from various sources such as textbooks, lectures, labs, and online discussions However, mastering this skill can be challenging It is important to explore different note-taking methods to find the one that best suits your individual learning style and course needs.

2.2.2 The importance of note-taking while listening

Note-taking is an essential skill for organizing daily life and capturing useful information It is crucial for learners to develop the ability to take accurate, clear, and concise notes Effective note-taking enables students to maintain a permanent record of what they have learned and reinforces their understanding of key concepts.

K Dietsche, submitted these tips for a project in 2000 –DGJ“As an adult student, and mother of three college-aged children, experience has taught me the importance of good study skills and habits Not only can a student “survive” college with these skills, they can actually do quite well I took the opportunity to write this paper with my children in mind Learning how to take lecture notes effectively is the first step college students need to make the transition from high school to college easier.”

According to Walter Pauk, people lose their retention at the following rates:

 78 days 78% forgotten Hence, having notes to fall back on for review is essential for attaining good grades.

Note-taking not only enhances retention but also fosters effective learning among students According to George Dudycha, a psychology professor at Wittenberg College, the process of taking notes encourages active engagement by prompting students to focus on, analyze, and record information during lectures This active involvement is crucial for effective learning, as it helps students to process and recall information more efficiently Dudycha emphasizes that notes serve as valuable cues that stimulate recall, reinforcing the importance of this practice in academic success.

College academic and learning skill centers actively promote the use of note- taking in lectures to improve a student’s learning capabilities:

Effective note-taking significantly improves listening skills, and employing a structured method for both taking and reviewing notes greatly enhances comprehension and retention of lecture material.

Effective note-taking is crucial for success in academic studies, as it encompasses advanced skills such as analyzing, synthesizing, writing, evaluating, and reviewing Most importantly, it demands active listening to fully capture and understand the material presented.

2.2.3 Effective note-taking techniques while listening

2.2.3.1 Learn to abbreviate and use symbols

When taking notes, it's crucial to utilize abbreviations and symbols effectively, as highlighted by Wallace (1984), who noted that this approach can significantly save time However, learners must be cautious to avoid using abbreviations and symbols that may become confusing or meaningless later on Careful consideration in employing these tools is essential for efficient and clear note-taking.

Fisher and Harris (1994) found that students perform note-taking more efficiently when they are allowed "to encode information" using abbreviations.

According to McKeachie (1994), using abbreviations for spoken information enhances working memory capacity and improves retention of the subject matter Boyle (2001) found that abbreviations reduce the need for physical engagement, such as hand and eye movement, allowing for more efficient recording of spoken content.

Abbreviating spoken words boosts students' attention and concentration, allowing them more time to understand class material This practice accelerates the conversion of spoken information into written form, improving information retention and enhancing note organization Additionally, increased writing speed provides students with the opportunity to focus on handwriting legibility and style, ensuring their notes are clear and readable.

Figure 1: Prestyn Kylie (2015, April19) some abbreviations for taking note

In conclusion, abbreviations and symbols serve as tools to enhance note-taking efficiency, rather than being the ultimate goal of the process (Jones, 2002) Their primary purpose lies in aiding students to improve their work and comprehension.

For the students to fully get benefits from note-taking, a system of abbreviations and symbols that is logical, connected and unequivocal should be developed on his or her own.

To effectively write brief notes, focus on capturing key words that convey essential meanings These key words can often be abbreviated or symbolized for brevity Walter Pauk emphasizes this method for efficient note-taking.

 Leave out periods in standard abbreviations

ISU = Illinois State University cf = confer dept = department

 Use only the first syllable of a word pol = politics cap = capitalism

 Use the entire first syllable and only the first letter of the second syllable soc = sociology ind = individual subj = subject

 Eliminate final letters Use just enough of the beginning of a word to form an easily recognizable unit. assoc = associate info = information biol = biological intro = introduction

 Omit vowels from the middle of words Retain only enough consonants to provide a recognizable skeleton of the word skltn = skeleton gvt = government prblm = problem bkgd = background

 With words that have more than one ending, include the final consonant demy = democracy demt = democrat

 Spell out short words Time won’t be saved by shortening a word that is already short. ex.: in, at, to, for, but

 Leave out unimportant verbs ex: went, came, be

 Leave out a, the, and other unimportant adjectives.

 Use symbols for commonly recurring connective or transitional words

& = and w/o = without w/ = with vs = versus etc = etcetera

2.2.3.2 Use mind maps in taking note

DATA ANALYSIS

Result from survey questionnaires for the second-year English students

This chapter presents a thorough analysis of survey data regarding note-taking in English listening Utilizing pie charts and column graphs, the findings are organized according to the sequence of questionnaire questions, allowing for immediate conclusions to be drawn from each visual representation.

Question 1: How do you rate your English listening?

Table 1: English listening level of second-year English major at ThuongMai

Very good Quite good Good Normal Bad 0

Diagram 1: English listening level of second-year English majors at ThuongMai

A recent assessment of second-year English majors at ThuongMai University reveals that 76.6% of students rate their listening skills as average, while only 4% consider their skills to be poor Conversely, a mere 19.4% of students self-assess their listening abilities as good or better, with 1.7% rating themselves as very good, 6% as quite good, and 11.7% as good These self-assessments reflect the general proficiency levels in listening skills among the majority of second-year students.

Question 2: How often do you take notes in listening lessons?

Table 2: Frequency of taking note while listening to English of the second-year

English student majors of ThuongMai University

Very frequently Frequently Occasionally Rarely or never

A recent survey of second-year English majors at ThuongMai University revealed that only 10% of students take notes very frequently while listening to English, whereas 43% report doing so frequently This indicates a varied approach to note-taking among students during English listening activities.

English, 35% of students occasionally take notes while listening to English and 12% of students rarely or never take notes while listening to English

A study on second-year English Majors at ThuongMai University reveals that a majority engage in note-taking while listening to English However, the frequency of this practice differs among students, with only 36 individuals rarely or never taking notes during listening activities.

Question 3:How often do you try to write down everything you listen?

According to Table 3, approximately 97.3% of students make an effort to write down everything they hear from teachers or tapes, with 37.3% doing so very frequently, 43.3% frequently, and 16.7% occasionally However, many students struggle with listening and filtering important information while trying to take notes in English, as they are not trained listeners A small percentage, 2.7%, reported that they rarely or never attempt to record what they hear.

Question 4: How often do you use abbreviations and symbols to take note while listening to English?

Table 4: Frequency of students in using symbols and abbreviations to take notes while listening to English

Question 4 is used to investigate the frequency of students in using symbols and abbreviations to take notes while listening to English Because they are second-year students, their experience of taking notes is almost minimal, so majority of students rarely or never use signatures and abbreviations when taking notes.

Very Frequently Frequently Occasionally Rarely or never

The chart reveals that over one-third of students (33.4%) rarely or never utilize symbols and abbreviations for note-taking during English lessons In contrast, 66.6% of students incorporate these methods; however, only a small fraction does so with high frequency—1.6% very frequently, 15% frequently, and 50% occasionally.

In summary, many students fail to utilize abbreviations and symbols when taking notes, leading to inefficiencies in their note-taking process This results in time wasted on writing out full words, preventing them from capturing essential information from lectures Consequently, this is a significant factor contributing to students' inability to record all the key points discussed in class.

Question 5: How often do you use mind map to take notes?

Table 5: Students using mind map in their notes

Diagram 4: Frequency of students in using mind map to take notes

According to the data presented, a significant majority of students, 84.4%, rarely or never utilize mind maps for note-taking In contrast, only 15.6% of students incorporate mind maps while listening to English, with a mere 0.6% using them very frequently, 5% frequently, and 15% occasionally.

Looking at the results, I can see that the use of mind maps to take notes is quite strange or difficult for the second-year students to use.

Question 6: How often do you leave a space between entries so that you can fill in missing information?

Table 6: Frequency of students in leaving a space between entries to fill in it missing information while taking note

Diagram 5: Frequency of students in leaving a space between entries to fill in it missing information while taking note

A significant majority of students, approximately 89%, report that they frequently leave spaces between entries when taking notes to accommodate missing information An additional 6.7% do this regularly, while 3.3% do so occasionally Students believe that leaving these gaps aids in capturing essential details during listening sessions and allows them to keep pace with the speaking speed of audio recordings, teachers, or peers.

Research indicates that up to 99% of second-year English majors frequently leave spaces between their notes to insert missing information later This practice is a common and effective note-taking strategy among students, allowing them to enhance the completeness and accuracy of their study materials.

Question 7: How often do you use two-column method to take notes?

Table 7: Frequency of students in using two-column method to take notes

A recent survey revealed that a significant majority of students are unfamiliar with the two-column note-taking method, with 91.7% indicating they rarely or never utilize it Only 8.3% of students reported using this method occasionally, and none claimed to use it frequently or very frequently.

This is probably the less common method of taking notes for second-year English majors of ThuongMai University.

Question 8:How often do you review and edit your notes after listening?

Table 8: Frequency of students in reviewing and editing your notes after listening

Frequently Occasionally Rarely or never

A recent survey revealed that approximately 70% of students seldom or never review and edit their notes after listening activities This trend is particularly prevalent among those who assess their English listening skills as average or poor.

Approximately 20% of students occasionally take notes while listening to English, while the majority do so regularly Additionally, around 10% of students consistently review and edit their notes after English listening lessons.

And no one do it very frequently.

Question 9: How do you rate your note-taking skill in English listening?

Table 9: Self-rate note-taking skill in English listening skill of students

Very good Quite good Good Normal Medium Bad

Diagram 8: Self-rate note-taking skill in English listening of students

According to the results presented in the table and chart, 16% of students rated their note-taking skills in English listening as either good or very good.

Analyzing from the students’ interview questions

Question 1: “ Listening skill is one of the most essential and important skills for English learners”, what is your opinion about this viewpoint?

100% of the students of the Faculty of Business English agree with this view.

Many students struggle with listening skills, often considering them the most challenging yet crucial aspect of language acquisition compared to reading, speaking, and writing Consequently, listening test scores frequently fall below those of other English language skills.

A survey conducted among 300 second-year students at the Faculty of English Department at the University of Commerce reveals that the primary cause of the issue is attributed to various factors affecting their academic performance.

(2) Lack of concentration while listening (57%)

(3) Difficult to grasp the main idea of listening lesson (71%).

3.2.2 Students’ attitude toward taking notes while English listening.

From interviewing the second year English majors of ThuongMai University, I can see that:

Over 95% of surveyed students affirmed that note-taking is an effective method for capturing and retaining listening content, leading to improved listening performance However, they also reported facing numerous challenges while taking notes.

Nearly 90% of students admitted that they take notes while English listening, but they take notes quite slowly The main reason is that they do not have full note skills.

Nearly 90% of students tend to transcribe everything they hear from lectures or recordings, often neglecting to identify key terms from their listening lessons This approach stems from their limited listening skills, which ultimately hinders their comprehension of the material.

Many individuals struggle with abbreviating information effectively, often resulting in unclear acronyms that are difficult to understand upon review This lack of clarity, combined with poorly organized notes, leads to significant time wasted during the editing process.

Over 85% of students reported that they seldom use mind maps while listening to English, resorting to them only when the listening pace is slow enough to identify which notes to include on each branch Although they are familiar with mind mapping, they struggle to apply this technique effectively in their learning process.

SOME SUGGESTED TECHNIQUES

Improve English listening skill

Enhancing English listening skills significantly boosts note-taking abilities during lectures and audio materials With strong listening skills, students can keep pace with the speed of speakers, identify key concepts, and grasp the main content of listening exercises, making it much simpler to take effective notes.

In order to improve English listening skill, I show some following tips for the students:

Transform your idle hours into productive listening time by immersing yourself in English conversations that genuinely interest you Engaging with content you enjoy will keep you motivated and prevent boredom, making it easier to maintain focus and enhance your language skills.

To enhance your English listening skills, it's essential to improve and expand your vocabulary If you find that much of what you hear is challenging to comprehend, it likely indicates a limited vocabulary To address this issue, in addition to listening to English content, consider reading in English as well This approach will help you quickly learn commonly used words and phrases, ultimately making it easier to understand English listening lessons.

If you're familiar with many common English words but struggle with understanding fast speech, the key is to immerse yourself in listening to English frequently.

To enhance your English grammar, engaging in reading is essential as it allows you to observe grammatical structures in context Select topics that pique your interest to make the learning process enjoyable Additionally, practicing with a variety of exercises is one of the most effective methods to strengthen your grammar skills.

Enhance your English pronunciation by focusing on the correct pronunciation of new words Record your speech using a smartphone or tablet, and identify specific areas for improvement Additionally, find a video of a native English speaker and record yourself repeating the same phrases By comparing your recording with the original, you can pinpoint differences and refine your pronunciation skills.

Use symbols and abbreviations

Developing a personalized system of note-taking abbreviations, acronyms, and symbols can significantly enhance information retention and listening skills By utilizing established symbols or creating unique ones to represent complex ideas, individuals can save time and improve their ability to comprehend and recall information effectively.

The following are some examples for abbreviations and symbols for note- taking:

 Abbreviation: An abbreviation (from Latin brevi³re → brevis meaning

An abbreviation is a shortened version of a word or phrase, primarily used in writing, and typically ends with a full stop Abbreviations significantly streamline the note-taking process by saving time compared to writing out full words.

Lib For Library Abbr for abbreviation Approx for approximate

An acronym is a pronounceable word created from the initial letters of a descriptive name or title, derived from the Latin terms "acro-" meaning "beginning" and "-onym" meaning "word" or "name."

• radar stands for radio detecting and ranging

• ASAP stands for as soon as possible The term initial uses a similar method, but the word is pronounced letter by letter Examples:

• BBC stands for British Broadcasting Corporation

• USA stands for United States of America

• PM stands for Prime Minister

• SARS stands for Severe Acute Respiratory Syndrome

• OPHA stands for Older People’s Health Association

• APEC stands for Asia-Pacific Economic Cooperation (Group)

Figure 5: List of Internet Acronyms

 Symbols: Symbols are another device which is very useful to take notes.

Utilizing symbols in note-taking can significantly streamline the process, saving valuable time This method encompasses various forms, including the use of letters, numbers, and their combinations to represent words that share similar pronunciations.

Notes serve as tools to aid memory recall, and it's unnecessary to document every detail Focus on jotting down key words, numbers, and relevant information that enhance your understanding A well-organized note structure clarifies the flow of information and highlights relationships among concepts By breaking notes into manageable chunks and emphasizing independent ideas, you can alleviate the pressure of conveying information effectively.

Use Mind Maps

Mind maps, also known as spider diagrams, feature a central theme surrounded by key ideas connected as branches, illustrating the relationships between concepts These visual tools are particularly beneficial for visual learners who find it challenging to study from traditional notes, as they enhance memory retention and facilitate the understanding of connections between different topics.

Benefits of Mind Map: Mind map serves several purposes for learners:

 Helping students brainstorm and generate new ideas.

 Encouraging students to discover new concepts and the propositions that connect them.

 Allowing students to more clearly communicate ideas, thoughts and information.

 Helping students integrate new concepts with older concepts.

 Enabling students to gain enhanced knowledge of any topic and evaluate the information.

An example of a mind map is shown here:

Figure 6: An example of a mind map

To avoid clutter in your concept maps, utilize both facing pages of an open A4 notebook This approach provides ample space for incorporating additional ideas and symbols, ensuring clarity and organization in your mapping process.

 Begin in the middle of the page and add ideas on branches that radiate from the central idea or from previous branches.

 Arrows and words can be used to show links between parts of the concept map.

 Color and symbols are important parts of concept maps, helping illustrate ideas and triggering your own thoughts

Use Cornell method to take notes

The Cornell note-taking method employs a two-column format that aids students in organizing their notes into concise summaries This approach is effective as it consolidates main points, supporting details, study cues, and summaries in a single location, making information easier to digest and review.

The left column takes up no more than a third of the page and is often referred to as the “cue” or “recall” column

The right column (about two-thirds of the page) is used for taking notes using any of the methods described above or a combination of them

After attending class or finishing a listening exercise, it's essential to review your notes and jot down key ideas, concepts, or questions in the left column Additionally, consider creating a summary box at the bottom of the page to encapsulate the English listening content in your own words.

An example of the Cornell is shown here:

Figure 7: An example of the Cornell note-taking method

Other techniques

Taking clear and accurate notes is essential for students, as they often struggle to remember key details after class Many students believe they can retain all the information, leading them to overlook important specifics However, they soon realize that without proper notes, they cannot recall the necessary details when needed.

Students should keep the notes to review the primary point, the details and the concept that they didn't fully comprehend during the lecture.

Incorporating color into your note-taking can significantly enhance the organization and retention of information By using different colors to emphasize key sections and main ideas, you create a visually engaging study tool Although this technique may require extra time, the benefits for your notes are invaluable To maximize effectiveness, avoid using blue or black ink; instead, opt for a variety of colors that will help highlight important content.

Utilizing various colors to categorize and connect concepts by topic can significantly enhance information retention Research indicates that writing in color can improve retention by 50% to 80%, allowing you to absorb information more effectively without the need for repeated reading.

While attending lectures, it's best to avoid getting overly focused on color coding your notes, as it can be time-consuming and distracting Instead, prioritize highlighting and underlining key points during your revision process for more effective studying.

Figure 8: Using different colors to take notes

4.5.3 Write phrases, not full sentences

Only record the key words that you need to get the idea of the point made.

Skip words like “the” and “a” that don’t add additional meaning to the lecture content Retain key technical or discipline-specific terms.

4.5.4 Take notes in your own words

Paraphrasing what you hear enhances your comprehension and retention of the information Aim to restate most of the content in your own words, except for crucial details that require exact wording If you overlook any points, jot down keywords and leave gaps to revisit the information later Additionally, allocate space on the page for your personal notes and observations.

To enhance your study efficiency, it's advisable to review and organize your notes immediately after class By categorizing notes by date, class, and subject, you can easily access specific lecture information Additionally, separating notes from different classes or starting each session on a fresh sheet of paper can further improve clarity and organization.

Underline, circle or otherwise identify key information, examples, definitions, or other important materials Devise your own marking code to indicate each type.

4.5.6 Think while you take note

Transcribing every word of a lecture can hinder your ability to think critically about the material, as it leaves little time to process how the information connects Consequently, attempting to capture every detail may cause you to fall behind in understanding the lecture's main concepts.

When taking notes, prioritize information that will be valuable for future tests, essays, or projects Concentrate on key points that are relevant to your listening lesson and pay attention to verbal cues from your lecturer that highlight significant details.

Many second-year English majors engage in note-taking during the English listening process; however, the results indicate that their note-taking lacks clarity and coherence.

Many students struggle with note-taking, often finding it difficult to keep pace with the information presented by speakers This slow note-taking can lead to missed details and incomplete notes, hindering their overall understanding and retention of the material.

Secondly, the notes taken are often illegible, as individuals may resort to shorthand or abbreviations that lack clarity, resulting in a complete misunderstanding of the speaker's message.

Many individuals struggle with effectively applying note-taking techniques and organizing their notes Instead of focusing on key concepts, they often attempt to transcribe everything they hear during lectures or from recordings.

This graduation paper provides essential strategies for effective note-taking during English listening lessons, specifically designed for second-year English majors It outlines practical techniques that facilitate easy application, ensuring students enhance their comprehension and retention of information By implementing these methods, learners can significantly improve their note-taking skills, ultimately leading to greater success in their studies.

The findings of this study are practically significant for students and researcher For students, because note-taking is a strong strategy which they may optimize their listening skill

The research findings reveal the actual practices of note-taking among second-year English students at ThuongMai University while listening to English Based on these results, Chapter 4 proposes various techniques aimed at enhancing students' note-taking skills during English listening activities.

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