Topic 5 how to improve note taking techniques in listening skills for second year students of english major

HOW TO IMPROVE NOTE-TAKING TECHNIQUES IN LISTENING SKILLS FOR SECOND YEAR STUDENTS OF ENGLISH MAJOR AT UNIVERSITY OF PHAN THIET M.A Tu Thi Tuyet Vy Faculty of Foreign Languages, University of Phan Thiet B.A Student Vuong Thao Minh Faculty of Foreign Languages, University of Phan Thiet B.A Student Tran Thi Nhu Hoa Faculty of Foreign Languages, University of Phan Thiet Abstract Currently, lecturing dominates higher education as the most frequently used method due to certain conditions in this context Various methods and techniques have been developed and some research studies have been carried out to help learners avoid being passive listeners in a context where lecturing is frequently used This study aims to research how listening to different lecture types (informative, narrative and philosophical) by note-taking affects listening comprehension The study, carried out in the Faculty of Foreign Languages at Phan Thiet University, adopts an experimental design with a pretest and posttest To analyze the data, t-test was carried out using SPSS 18 According to the results of the study, there were higher levels of comprehension for all three lecture types in favour of the participants who took notes while listening to the lectures It is recommended that learners be trained to acquire active learning, active listening and note-taking skills Keywords: note-taking techniques, listening skills, listening skills INTRODUCTION Humans recognize, comprehend and evaluate the world and other members of the human race through language skills that have developed within the context of understanding and explaining As a comprehension skill, listening provides people with the largest input during the process of language acquisition and knowledge improvement (Hunsaker, 1990), and it also forms the basis of other language skills (Ozbay, 2005:9) In brief, listening, which is defined as the process of making meaning out of the perceived audio input via various operations, is actively done for different purposes and motives all through the life beginning with the foetus period (Gunes, 2007: 73) People listen to audio language to acquire knowledge and interpret, criticise or enjoy the material (Akyol, 2012, p 5-9) Listening activities carried out by learners at school are intended for gaining knowledge; such activities are based on the principle that involves storing information by using mental listening comprehension mechanisms and recalling the stored information later In listening activities carried out at school to understand and gain knowledge, it is possible to mention both passive and active listening techniques In the literature, as there are techniques applying certain directions developed by people and institutions (e.g., the Cornell technique), learners mostly develop their own notetaking techniques To prevent forgetting nearly 80% of the content of a listening material, it is recommended that learners take notes while listening (Ozbay, 2005, p 85) In the overall sense, it is seen that note-taking helps learners not only in learning, but also in developing writing skills (Boch and Piolat, 2005) When the available time and the number of students are considered, it is commonly known that the most frequently used method is lecturing (Gage and Berliner, 1984, p 454) Therefore, for students to develop "academic listening skills" is highly significant to be successful in higher education Academic listening skills are considered as the most significant element of communicative competence used in a higher education context (Plowerdew, 1994, p 7) Quite a few researchers (Buck, 2001; Dunkel, 1995; Dunkel and Davis, 1994; Flowerdew, 1994; Chaudron, Loschky, and Cook, 1995; Mendelsohn and Rubin, 1995; Richards, 1983; and Rost, 1990) contributed to the literature on academic listening skills In these studies, the differences between conversational and academic listening were also addressed In short, it is possible to define conversational listening as an activity that is mutually carried out, while academic listening is a one-way activity that is done to understand a subject or the contents of a course In daily communication, listeners also assume the role that of a speaker On the other hand, students rarely take their turn to speak in academic listening; this only occurs when a question is directed to them In later parts of his study, Flowerdew mentions five steps of note-taking: decoding the message given, understanding, identifying the main points, deciding on when to record these points and speed writing An individual takes down notes in line with this process and he/she reviews them and uses the meaning that is driven out of these notes in connection with the information that is still in the working memory to remember information in the long run In this regard, notes function as either the second or an external memory In the literature, the studies addressing various benefits of note-taking during listening are mostly seen in higher education contexts When the learners not take down notes, their attention span is 10 to 15 minutes, but thanks to note-taking, extending this period and increasing the interest and motivation level of the listeners might help them understand better Therefore, learners should be encouraged to acquire note-taking skills (Howe, 2001) In a study by Carrell, Dunkel, Mollaun (2002) on note-taking, the participants believed that they felt comfortable and relieved when they were allowed to take notes during lessons; they also noted that it was useful to answer the questions related to the course content and it was easier for them to remember what they learned Similarly, various researchers stressed that note-taking improves learning and facilitates recalling (Kneale, 1998; Laidlaw, Skok, & McLaughlin, 1993; Ayer & Milson, 1993;; Davis & Hult, 1997; Kiewra, 2002; Boyle, & W eishaar, 2001; Titsworth & Kiewra, 2004; Brent, 2004; Bonner & Holliday, 2006; Tok, 2008) If one thinks that note-taking is the act of writing down the material by shortening it in certain ways unique to the listener, it means that this activity is oversimplified (Piolat, et al., 2004: 306) In fact, note-taking is a process that necessitates cognitive processing; it is composed of several steps; that is, listening, comprehension, analysis, selection and writing in the form of notes (Ozbay, 2005: 88) As it is clear from these lines, note-taking while listening renders listeners more active by involving them in higher-order cognitive skills such as evaluation, interpretation, decision-making and summarizing When you pack for college, you’re not likely to forget your favorite clothes, music, and equipment; but if you’re like the most students, you may forget the importance that memory skills play in your college career (Brown, 2000) For many freshmen, the prospect of attending first year university classes among literally hundreds of students in large lecture theatres can be very intimidating Being accustomed to smaller classrooms and discussion grouping, high school students coming to university for the first time often have to develop new skills of listening, for example note-taking, and using notes as a cognitive learning strategy (For a detailed classification of learning strategies see Hismanoglu, 2000) According to Ferris and Tagg (1996, cited in Kim, 2004) lack of note-taking skills and problems with note-taking as well as listening comprehension are troublesome areas most often reported by international students Consequently, students’ lack of comprehension may contribute to their silence in oral classroom discussion It is critical for learners to master note-taking for school, work, and life in general A good reason to take notes is that you can never re-listen to speech or a presentation You must take every opportunity to record and keep information so you can use it later A further problem that listeners often address is the rapid disappearance of the content of what they listen to Many language learners claim that as they listen, they can follow the speakers with some ease, but when it comes to remembering it some time later, they find themselves behind eight balls This is a serious problem that has to be taken into more consideration in studies on retention One way to alleviate the problem is to expose learners to varied post listening activities of which note-taking is one Language educators have approached note-taking from different perspectives (Carrier, 2003; Fajardo, 1996; McKeating, 1981; Slotte & Lonka, 2003) Some researchers have found positive relationships between note-taking and learning According to Hartley and Davies (1978, cited in Boon, 1989) out of 35 studies on the effects on note-taking, 17 studies found that the note-takers performed better than the non-note-takers, 16 studies found no difference, studies found that note-taking interfered with performance Other studies indicate that note-taking has no effect on achievement A few researchers have even found that taking notes has an adverse effect on student achievement (Hartley, 2002; Ornstein, 1994; Peck & Hannafin, 1983) The studies showing no difference or negative results were analyzed by Ladas (1980, cited in Boon, 1989) and serious methodological weaknesses were found in them The negative results were obtained from lectures delivered at high speeds Gilbert (1989) observes how difficult it is to take notes from a lecture in a foreign language Even in some cases, it is suggested that the students take notes in L1 while listening to L2 (Koren, 1997) In another instance, Wald (2006) moves one step ahead by suggesting learning through multimedia for those who find note-taking difficult In their study, Titsworth and Kiewra (2004) pointed out that spoken organizational lecture cues boosted the number of noted organizational points and details by 39 and 35% As another alternative result to their research, it was confirmed that note-taking resulted in about 13% higher test achievement than not taking notes Whether or not note-taking strategies have an effect on student achievement is still open to dispute The results of the experimental studies on this issue are diametrically opposed on this case and yet many questions remain unanswered and the researchers have suggested that more research needs to be conducted on the topic to determine if teaching note-taking strategies can boost student achievement (Bretzing, Kulhavy, Caterino, 1987; Chen, 2007; Falout, 2002; Palmatier, 1971; Peck & Hannafin, 1983; Wilson, 2003) A question that many scholars have wondered about focuses on why note-taking is rarely taught in high schools and universities? Since note-taking is a crucial skill, many educators believe that it should be explicitly taught in school (Bakunas & Holley, 2001; Eidson, 1984; Kiewra, 1987; Ornstein, 1994; Spires & Stone, 1989) According to Ornstein (1994), note-taking should be part of the curriculum It is critical for learners to master note-taking for school, work, and life in general A good reason to take notes is that you can never re-listen to speech or a presentation You must take every opportunity to record and keep information so you can use it later So with regard to the obstacles that many students experience which could easily be observed in the Iranian education system, the present study intends to investigate the effect(s) of note-taking instruction on the students’ listening comprehension (LC) achievement Recent investigations into language learning behaviors have revealed that there are several methods of note-taking strategies, each of which is deployed for different purposes in acquiring the target language O different types of note-taking, i.e the Sentence Method, Mind Mapping Method, The Formal Outline Procedure, Clustering, and the Cornell Method (CM), the last one was selected for the present study because of its more comprehensive and widely used format The CM was developed by Pauk (1974) to assist Cornell students in their lecture classes to improve the organization of their notes This system provides a systematic method for recording and reviewing notes In the field of second language (L2) education of English, there are pros and cons for notetaking/notetaking teaching It is implied in Crawford’s (2015) study that the students feel after having received instructions in notetaking that it is essential to know how to use notetaking in order to perform better in school However, Clark et al (2014) present data that indicate that student does not perform better on tests By investigating teachers’ current attitudes toward notetaking and notetaking teaching, there can shed light on how teachers practice notetaking teaching which might raise teachers’ awareness and attitudes towards notetaking and notetaking methods Moreover, this study aims to raise the awareness of how teachers may benefit students to store or recall information while listening to information in English by implementing notetaking This in return may lead to that teachers not only align their teaching to the SSE and also that their teaching of notetaking may prepare their students better for their future storage of information In addition, if I would have received methods to help me structure and recall information, it would undoubtedly have eased my studying in the Swedish school system and better prepared me for my studies at the university In sum, my example is provided to exemplify how something that might seem simple in fact can be problematic and cause frustration, which I too believe that many students struggle with The beginning of this essay starts by posing the research question It moves on to providing a background discussion of notetaking and how it relates to listening skills and the SSE, it also includes current and previous research Later, the methods for how this study was examined After that, findings and results are presented and discussed Finally, the essay ends by presenting the key findings in the conclusion Research questions It seems like notetaking teaching in Swedish upper secondary school could have several advantages Through notetaking teaching, students can increase their knowledge of how to take preferable notes from information they come in contact with (see Background) Moreover, since the teaching of English often is conducted in the English language, it can be assumed that teachers give students lectures or let pupils listen to audio or watch videos that are provided in spoken English During these listening occasions, students may need to take notes of this verbal information to prepare for a test or assignment Students can also use these notes to aid reflection to get in-depth knowledge Additionally, some studies show that students who receive notetaking teaching often perform better e.g., Crawford (2015) and Chang and Ku (2014) Furthermore, notetaking teaching is also something that fits in the demands that the SSE considers should be taught The present study will seek to answer the following questions: Does instruction on note-taking strategies improve LC skill in academic situations? Is there any significant relationship between the students' LC skill and their note-taking strategies? How does note-taking while listening affect listening comprehension? How does note-taking while listening affect listening comprehension in different lectures (narrative, informative and philosophical)? Significance of the Study Due to crowded classes, comprehensive course contents, time restrictions and limited opportunities, in terms of the objectives of higher education, it is necessary to develop learners' note-taking skills as one of the predictors of success for commonly used lecturing method Because this study investigates the effect of listening with and without note-taking on comprehension in lectures on three different topics, no such comparative studies on the basis of lecture types have been carried out so far The present study is significant in terms of both identifying university students' listening comprehension skills in different lectures and pointing out the significance of note-taking Purpose of the Study The purpose of the present study is to investigate the effect of note-taking while listening on comprehension skills It tries to find out the effect of note-taking while listening on the comprehension and recall of informative, philosophical and narrative lectures that the learners listen to LITERATURE REVIEW Theory and History of Notetaking Notetaking has for decades been an analog activity performed by writing with a pen on a paper (i.e longhand notetaking) (Blair, 2010) This traditional way has since the increasing availability of electronic devices gotten competition since more people use computers to take notes on nowadays Notetaking by longhand is now entitled “traditional notetaking” by some while taking notes by typing is called “modern notetaking” (Jansen,Lakens & IJsselsteijn, 2017; Reimer et al., 2009) Whether notetaking is helpful or not, it depends on a person’s ability to handle the cognitive load that is presented (Lin and Bigenho, 2011) According to Clark et al (2014), notetaking can be used to store data, although the benefits of notetaking may subside if the notetaking act detracts from the processing of the information Another way of looking at notetaking is to define what “good” notes are: There are also different types of notetaking methods used to organize information Some of the most common notetaking methods are the Cornell Method, Outline format, (Mind) Mapping, and Matrix/Chart format The Cornell method consists of three columns: a notetaking area where the notes are made, a cue column that is used after to reduce the notes into keywords, and a summarize column where the notes on the page are summarized (Hayati & Jalilifar, 2009) Outline often consists of three levels; main headings, subheadings, and examples The most general information begins to the left (the main headings) and each more specific information moves to the right (Siegel, 2015; Song, 2012) Mapping is a technique where the main idea is written in the middle; from there, related concepts are written on branches which in return can branch further Matrix/Chart format is often used to structure previous notes in different carts/matrixes, e.g to more natural make connections and comparison The significant topics or categories are put as headings and the related information under the headings (Wu and Xie, 2018; Kiewra et al., 1995) Definition of note taking Notetaking may be an essential tool in information-transmission situations and can be used to record/store information, aid reflection (Van der Meer, 2012) and recall information (Boch & Piolat, 2005; Hayati & Jalilifar, 2009; Clark et al., 2014) The act of taking notes involves a complex sequence of both physical and mental actions that occur under a limited time (Siegel, 2015) Barbier et al (2006) aligns with the previous description and add that taking notes includes strategic and deliberate management of the procedures involved in language comprehension and production Piolat, Olive and Kellogg (2005) describes that notetaking consists of three acts: first, comprehend auditory input, second, identify relevant information, and final, record that information Students in school can gather information from e.g., books and lectures, and by taking notes, they can store that information for later use without having to memorize the data at that exact moment they come across the data (Boch & Piolat, 2005) According to Barbier et al (2006), it is required of a notetaker to fit the notetaking procedure to the speech rate of the information giver However, notetaking in a L2 requires that the notetaker can both quickly understand the given information and use an abbreviating procedure (shorten a phrase or word) to transcribe the information provided by the speaker This makes notetaking in a L2 more complex, than notetaking in an L1 In sum, notetaking is a complex act that intends to help a person store, record and recall information, and it can also be used to aid reflection Additionally, what separates a notetaking method from a notetaking strategy was not found However, in the Oxford dictionary, a method is defined as “a particular procedure for accomplishing or approaching something, especially a systematic or established one” (Oxford University Press, 2019) When I talk about methods in this essay, I will it from this perspective Traditional Notetaking with Pen and Paper versus Modern Digitalized Notetaking A study by Mueller and Oppenheimer (2014) investigated whether it was preferable to take notes on a computer or by writing longhand The data showed that students who used laptopsto take notes performed worse than students who took notes by writing longhand onconceptual-application questions The participants who took notes by longhand also wrotefewer words than the participants who noted on computers; however, the participants whotook more notes performed better on average Crawford (2015) found similar results whenstudents where encourage to take notes by hand using e.g., symbols, arrows, and abbreviation.However, Mueller and Oppenheimer’s (2014) study found no vital difference in student’sperformance while answering factual questions, although the researchers indicate that there isa possibility that differences might be found with more participants.Taking notes with digital devices is something that gets more usual, although there aresome concerns Lin and Bigenho (2011) conducted research that investigated notetaking indifferent environments The data showed that in a non-distractive environment (e.g lectures)notetaking by longhand is preferred When the environment is highly distracting, with bothvisual and auditory input, the best option may be to focus on the task and not take notes at all.However, in an environment where there is an auditory distraction, notes taken on a computermight be preferred Novellino (1985, cited in Lin and 10 teachers onlytell students to “take notes” of information they believe are relevant and assumes that thestudents already have physical and cognitive tools to take notes rather than teaching them howto use specific notetaking strategies/methods to record information while listening to materialin English The second part of my hypothesis, according to me, has more complexity to it I believe that the participating teachers’ attitude towards student’s prior knowledge ofnotetaking before entering their class also needs to be taken into consideration as well as theparticipants’ knowledge of notetaking methods and/or strategies and the knowledge of how toteach it Some teachers explicitly told their students to “take notes”, but there were alsoteachers who gave students hints of what and when to note down when listening toinformation in English, just as Siegel (2018b) predicted what teachers tell students Althoughit can, according to the research, I found, be useful to tell students when to take notes since itcan provide scaffolding (Kiewra, 2002) However, the study also revealed that all theparticipating teachers, to some extent, teach notetaking to students Even though there wasonly one teacher (T3), who taught a specific method, Outline format, while T1, T2, T4, andT5 taught students to use strategies like abbreviations, symbols, chants, and keywords Areason for not teaching notetaking to students might be that several of the participating teachers lack instructions from their teacher education on how to teach it Neither of the participants in this study had high expectations on their student’s prior knowledge of notetaking before entering their class, and I think that impacts their attitude towards notetaking T5 evensaid that “I try to assume that they not have any prior knowledge in note-taking, so that you make sure that you not skip nor leave out any strategies or tools” This standpoint suggests that Siegel’s (2018b, 2015) assumption that teachers assume that students already have learned that basics of how to take notes are partly mistaken Even though T4 aligned with Siegel (2018b, 2015) that many teachers assume that students already have learned how to take notes, but also that there are teachers of the English subject who reasons that notetaking is not part of the English subject However, 39 none of the teachers did specify that they teach students to take notes because they have low expectationson their prior knowledge As demonstrated in the discussion above, my initial hypothesis was partly confirmed,although the participant in this study reported that they teach specific notetaking strategies or methods that students can use while listening to information in English However, most ofthe teachers sometimes teach students notetaking A more accurate hypothesis, based on myfindings, would have been “many English subject teachers in Swedish upper secondary schoolhave a positive attitude towards notetaking teaching and teaches students specific notetaking strategies and/or methods Although the majority of the teachers only sometimes teach notetaking to students” Thus, based on the result of the questionnaires and the interviews, myhypothesis can be revised to align more closely with current English subject teachers in Swedish upper secondary school thinking of notetaking and notetaking teaching As a result of the present study, we suggest that students should be taught the useful techniques of note-taking (such as the one tested in the present study) with a number of lecture topics Although the Cornell note-taking technique at first English Language Teaching March, 2009105may seem cumbersome, it is possible that once students master this technique they could then be taught to fade out the use of the forms and incorporate only the written prompts during note taking (Weishaar & Boyle, 1999) Another important finding of this research is that teaching the Cornell note-taking strategy to university students can help improve students' achievement In this way, the students will get the most benefit from learning note-taking strategies, if those strategies are practiced over the course of several months, even a full semester Specifically speaking, the results of this investigation might have implications for EFL teaching, testing and research programs Based on the finding of this study, the teachers are recommended to include note-taking materials as part of their instruction to help students learn more about the subject matter under instruction (Boch & Piolat, 2005) 40 RECOMMENDATIONS Language classes focus on self-expression and skills Language skills develop in a process The ultimate purpose of language skills development is to develop listening, speaking, reading and writing skills Therefore, as one of the four language skills, listening should not be viewed as a completely passive activity Linguists and educational scientists should know not only specialized methods, techniques and strategies, but they should also put them in practice Based on the findings of the present study, the following recommendations can be made: Listening is one of the receptive language skills that an infant acquires and begins to use in the first several months of the life Therefore, educationalists and researchers should attach importance to this issue Two thirds of a skill is formed by knowledge (knowledge about what to and practical knowledge), and one thirds of it is formed by skill development (practice) From this point of view, to develop listening skills, first, the information about effective listening should be given and how to put this information into practice should be taught Then, how individuals put listening skills into effect should carefully be monitored Listening is an active process that entails hearing, understanding, synthesizing the new and old information and responding whenever necessary Therefore, it is essential that learners should be encouraged to think over what they listen to and activate their mental power They should also be informed about listening types Moreover, how to use listening techniques should be demonstrated in public practices In addition to being the most effective method to transfer knowledge into writing, note-taking has a significant place among the tools that facilitate learning Furthermore, it is also significant since entails making a distinction between important and unimportant knowledge However, it is not an easy task because studies have shown that it is possible to utter 150 words a minute, but only 27 words can be taken down as notes at most Therefore, learners should be instructed on note-taking techniques LIMITATIONS 41 Since only five teachers were able to participate in the questionnaire and four in theinterviews in this small-scale study, within a limited geographical area in Sweden; is thisstudy generalizable limited Since I was not able to interview all the participating teachers, theperspective I have in this study might be biased towards those teachers who are moreextroverted Moreover, this study only investigated English upper secondary school teachers’attitudes and teaching habits towards notetaking and notetaking teaching in upper secondaryschool; therefore, the findings in this study cannot truly define the English upper secondaryschool teachers’ attitude and actions towards notetaking and notetaking teaching overall.Additionally, this study does not test any ways of how teachers could plan or teach notetakingfor students to use when listening to information in English Furthermore, this study did notinvestigate what digital tools may be used for taking notes Finally, the study included onlyteachers’ attitudes and not students’, which implicates that this study does not shed any lighton students perspective IMPLICATIONS FOR FUTURE RESEARCH This study investigated English subject teachers of upper secondary school’s attitudes and teaching habits towards notetaking Further research could in suggestion, therefore,investigate student’s perspective on notetaking In addition, future research could alsoinvestigate how some schools prefer that students write by hand instead of on digital devicesor how notetaking teaching of specific and non-specific methods acts in upper secondaryschool Another suggestion might be to investigate secondary school teachers attitudes towards notetaking or if teachers’ attitudes about the importance of the skills: reading,writing, speaking, and listening influence students learning of the English language Thisstudy also revealed that several Swedish upper secondary school teachers believe they lackknowledge in how to teach notetaking and that they would like to get training in how to teachit, additional research could therefore examine whether this is something other upper secondary school teachers align with Moreover, further research could also investigate what different digital notetaking tools that exist, what they can be used for, and how they impact students possibility to take notes on digital devices Finally, 42 there were teachers in this study who expressed that students seem to have difficulties with the listening part of the national tests I believe that this is something further research could investigate For instance, one suggestion may be to investigate if this is something that is seen by several teachers Another suggestion might be how teachers can help students to be better prepared for the listening part of the national tests Implications for Teaching The findings implicate that notetaking is beneficial for L2 student’s English Language development There are several arguments which probates that notetaking can help learners store/record, summarize and aid reflection while listening to information in English Furthermore, taking notes is also in the SSE; thus, notetaking teaching should be implemented in student’s education so that they can use it while e.g listening to information in English Based on this notion, I propose that teachers teach notetaking to improve student’s education In suggestion, I believe that it can be useful if teachers teach students to structure their notes by e.g using the Cornel method or the outline format since Haydon et al (2011), Siegel’s (2015) and Crawford’s (2015) research points to that these methods can be useful Moreover, teachers can also teach students to use symbols, abbreviations, and keywords to make students notes more concise which can lead to that students keep up better instead of writing verbal notes which can make it challenging to so I argue that it is essential that teachers first decide how they want their students to take notes just as Siegel (2018b) encourages teachers to do, and second, that they adapt their teaching, so students can take preferable notes in the way the teachers want their students to take notes They not have to decide one or another, but for how they choose to teach students they should implement tools that are beneficial for student’s education If a teacher decides that students should take notes by longhand they need to be aware that students might have difficulties with keeping up during a lecture in comparison with, e.g taking notes on a computer that often goes faster to type words with On the other hand, if a teacher 43 wants students to take notes on a computer or tablet, then s/he must be aware of that it can be difficult or be time-consuming to make, e.g drawings, symbols or diagrams A tool that I have learned over the years is to use a legend with indicators (symbols) to help organize the content of the notes Another thing that can be useful is to include different color-codes when taking notes e.g., one color per theme This is something that can help a notetaker to easier find certain information they look for, and it can also be used both when taking notes by longhand and on digital devices In my opinion, it is also important that teachers keep up to date with today's technology since it brings many new ways both to teach and to take notes It is vital that teachers embrace future developments such a more digitalized society, thus, a more digitalized school Therefore, I believe it might be valuable to teach students to take notes both on digital devices and by longhand CONCULSION This study is based on a group of five participants, which makes these findings unclear if they are generalizable To summarize, my results show that English teachers from Swedish upper secondary school overall have a positive attitude towards notetaking and notetaking teaching The majority of the participants believed that it is important for students to take notes while listening to information in English They also thought that it is important for students to know how to take notes during lessons Even though all the participants taught students to take notes, 60% of them only it sometimes A reason for this could be that 80% of the teachers did not get adequate training in how to teach notetaking to students during their teacher education Only one teacher taught a specific method, Outline format, although notetaking strategies like abbreviations, symbols, chants, and keywords were most commonly taught Additionally, it also revealed that none of the participants knew any specific digital tools for using notetaking digitally and only one participant had used digital devices such as 44 computers or iPads/tablets to teach students to take notes with Moreover, the findings also suggest that at least some teachers in the Swedish upper secondary schools agreed that it is difficult to teach students to take notes effectively My results also show that there is a consensus amongst the participating teachers that notetaking should be taught to help students record information they listen to in the English subject Notetaking should also be taught, according to the findings, in other subjects as well as in the English teacher education REFERENCES 17 Durukan E ve Maden S (2010) Kavram Haritalari Ile Not Tutmanin Ilkogretim Ogrencilerinin Dinledigini Anlama Becerisi Uzerine Etkisi ODU Sosyal Bilimler Enstitusu Sosyal Bilimler Arastirmalari Dergisi Cilt: Sayi: 18 Flowerdew J (Ed.) 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