An investigation into lac hong university’s first year english majors’ note taking habits in macro skills and suggestions for efficient approaches

MINISTRY OF EDUCATION AND TRAINING LAC HONG UNIVERSITY FACULTY OF ENGLISH LANGUAGE - - AN INVESTIGATION INTO LAC HONG UNIVERSITY’S FIRST-YEAR ENGLISH MAJORS’ NOTE-TAKING HABITS IN MACRO SKILLS AND SUGGESTIONS FOR EFFICIENT APPROACHES Cohort: 2019 DONG NAI, May 23rd 2023 MINISTRY OF EDUCATION AND TRAINING LAC HONG UNIVERSITY FACULTY OF ENGLISH LANGUAGE - - AN INVESTIGATION INTO LAC HONG UNIVERSITY’S FIRST- YEAR ENGLISH MAJORS’ NOTE-TAKING HABITS IN MACRO SKILLS AND SUGGESTIONS FOR EFFICIENT APPROACHES DONG NAI, May 23rd 2023 TABLE OF CONTENTS ACKNOWLEDGEMENTS i THE RECOGNIZANCE FOR NON-PLAGIARISM ii LIST OF ABBREVIATIONS iii LIST OF CHARTS iv CHAPTER I: INTRODUCTION 1.1 Statement Of The Problem 1.2 Purposes 1.3 Significance Of The Study 1.4 Limitations And Scope Of The Study 1.5 Research Questions 1.6 Hypothesis CHAPTER II: LITERATURE REVIEW 2.1 Definition of note-taking skills in academic context 2.2 The importance of note-taking skills to students 2.3 The relation of note-taking and learners’ cognitive abilities 2.4 The reality of note-taking application in Vietnamese educational contexts 15 2.5 Existing note-taking approaches 17 CHAPTER III: METHODOLOGY 25 3.1 Aims And Objectives 26 3.2 Methodology 26 3.3 Population And Sampling 27 3.4 Data Collocation Instruments 27 3.5 Procedure 28 CHAPTER IV: FINDINGS AND DISCUSSION 29 4.1 English freshmen’s note-taking habits during macro skills lessons 30 4.1.1 Students’ awareness of note-taking 30 4.1.2 Students’ application regarding note-taking 33 4.1.3 Students’ demands for note-taking 36 4.2 English freshmen’s prospect in applying note-taking: 38 4.2.1 Note-taking behaviours during macro skills classes 38 4.2.2 Note-taking effects on students 39 4.2.3 Note-taking potential as a learning tool in macro skills 39 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS 41 5.1 Conclusions 42 5.2 Recommendations 42 5.2.1 For FEL Students 43 5.2.2 For FEL Lecturers 44 5.2.3 For the Faculty of English language 44 REFERENCES 45 APPENDIX 51 i ACKNOWLEDGEMENTS The success of the project is a combination of the hard work and dedication of many individuals who have worked tirelessly to ensure that every aspect of the project is executed Moreover, their contributions have been invaluable in positively shaping the project's outcome, and their determined support and guidance have been a source of inspiration and motivation for me every step of the way It is important to acknowledge the astounding efforts of those who have helped to make this project a success, and I want to take this opportunity to express my heartfelt gratitude to everyone who has played a part in the successful completion of this project Firstly, I would like to express my deepest appreciation to Lac Hong University, the management board of the English language department and all the lecturers for their intangible support from enthusiastically imparting valuable knowledge to giving invaluable opportunities in the research process Secondly, words cannot express my gratitude to Mr Hoang Vinh Loc This endeavour would not have been possible without his patience and guidance Since the first day of conducting this research, his endless devotion to teaching, directing and assessing has been a huge inspiration, encouragement and direction to me I am also grateful for the tremendous and important expertise as well as knowledge which he has undoubtedly shared with me for my university years and especially in my academic journey I am also grateful for the beloved lecturers and students who positively supported and participated in the survey contribution Many thanks for their moral support and great contribution to the completion of this research Lastly, I would like to recognize my family and friends for their practical and emotional assistance throughout the process of conducting this research Despite comprehensive research, it is inevitable that the work may still be limited To help improve the study, I invite constructive suggestions from lecturers, experts, family, friends and anybody interested in the subject ii SOCIALIST REPUBLIC OF VIETNAM Independence – Freedom - Happiness THE RECOGNIZANCE FOR NON-PLAGIARISM Affiant: I – Nguyen Vu Minh khanh - hereby guarantee the following responsibility to Lac Hong University I hereby guarantee that the entire research report is the original creation from the affiant above This work does not involve any plagiarism from others If the fact proves an entire or partial plagiarism from any other party, the eligibility of the affiant will be expired immediately, the given diploma will be cancelled by Lac Hong University If Lac Hong University needs to apologize to the third party due to the proved plagiarism of the affiant, he or she must take fully legal responsibility for compensating Lac Hong University The affiant has guaranteed to possess the entire intellectual property of this research report This thesis must not violate the intellectual property of the third party If the affiant’s illegal violation of the intellectual property damages any rights of Lac Hong University, or causes any lawsuit between the third party and Lac Hong University, he or she must take fully legal and financial responsibility Dong Nai, May 23, 2023 Signature of Affiant Nguyen Vu Minh Khanh iii LIST OF ABBREVIATION EFL: English as a Foreign Language FEL: Faculty of English Language LHTL: Learning How to Learn LHU: Lac Hong University iv LIST OF CHARTS Figure 4.1.The importance of note-taking under English major freshmen perspective in LHU during macro skills classes Figure 4.2 Note-taking definition under English major freshmen perspective in LHU during macro skills classes Figure 4.3 Note-taking habits of English major freshmen in LHU during macro skills classes Figure 4.4 Note-taking method acknowledgement of English major freshmen in LHU during macro skills classes Figure 4.5 Note-taking frequency of English major freshmen in LHU during macro skills classes Figure 4.6 Note-taking application after main learning session at the University of English major freshmen in LHU during macro skills classes Figure 4.7 Note-taking application purposes of English major freshmen in LHU during macro skills classes Figure 4.8 The difficulty level of performing note-taking according to the participants CHAPTER 1: INTRODUCTION 1.1 Statement of the problem Learning a foreign language has long been a familiar concept for people When exposed to and absorbing a new language, learners explore themselves and the world around them differently In addition to their needs, the requirement for foreign languages at work, especially English, has been and is still a milestone for many learners and employees Nevertheless, many employees believe that learning a foreign language has been a difficult challenge since they were in school In addition to external factors related to the learning environment, curriculum, psychology, or study time that affect students' ability to absorb English, learners’ ability to self-study at the same time also has become the foremost focus of English teachers (Ronglin, 2019) When acquiring English knowledge from books, teachers or other sources, English learners should know how to synthesize and transform learning into a personalized form so that their knowledge of the target language can be truly consolidated An effective method of personalizing knowledge into intellectual perception is the application of note-taking techniques, which can be exploited in learning to translate information and knowledge from the teacher into a useful set of notes according to the learners' perceptions and thoughts (Boyle et al., 2016) However, when language learners not take notes seriously and fully, they tend to develop passive learning by relying on other people's thinking, not their own This passive learning which is prevalent in traditional teaching has been shown to fail students in actively engaging with the lessons and retaining as much material after the class (Michel et al., 2009) Note-taking seems like a simple action, but wrongly implementing it brings unpredictable results in the context of academics in particular and learning ability in general if the way of thinking is eroded and the ability to synthesise and analyse is not developed through a long period of passive learning According to the researcher’s observation in her own class at university, a large number of her classmates tend to load up much knowledge to prepare for exams and soon after that they forget almost all about it because they mainly rely on books, handouts, and photos of lecture slides This alarming fact urges the researcher to conduct a study into the note-taking habits of first-year English majors at the Faculty of English Language (FEL) – Lac Hong 5.1 Conclusion: Note-taking is an essential tool in the process of understanding, memorizing and developing learning ability in the English language major Through the process of writing the literature review, researchers have learned how to apply this learning method to English learners in listening, speaking, reading and writing skills In addition to being used as a mere note-taking tool for storing knowledge for review, the various note-taking methods offer an even higher level of learning When applying these high-level note-taking methods according to their needs, the users themselves are performing the metacognitive process - a process where people think about thoughts already available through note-taking in order to self-direction of learning methods and needs, planning the learning process, self-assessing the learning process as well as allowing oneself to link and develop the knowledge and skills learned in a more optimal way For the FEL’s students at LHU in general and research paricipants in particular, the understanding, application and development of note-taking from the first years of study at university are invaluable Through the process of survey and observation, the researcher can see that the students understand the importance of note-taking However, because their learning style and application are still passive, students need to exploit this learning tool and its potential In contrast, the prospect of developing notetaking in this student community is high as students identify widespread use and demand right from the first-year micro-skills courses In summary, note-taking is a learning tool that can effectively assist students majoring in English in learning, understanding and developing themselves and their knowledge Therefore, note-taking should be considered more often in the classroom 5.2 Recommendations: Based on the findings of the research, the researcher would like to make the following recommendations to help improve the quality of teaching and learning at the FEL – LHU 43 5.2.1 To FEL’s students When it comes to language learning, note-taking can be a potent tool By writing down new vocabulary, grammar structures, and main ideas, learners can create a record of learning progress and ensure that retaining the learned information However, not all note-taking methods are created equal, and choosing the right approach for the students’ needs is essential To that end, it is recommended to create a system of note-taking that combines various methods for each phase of the English learning journey during macro skills:  During the first phase, it is important to focus on building a solid foundation for future lessons Guided note-taking and colour-coding can be incredibly helpful during this stage By taking notes highlighting essential vocabulary, grammar structures, and main ideas, the students can create a solid cognitive process for future lessons  In the second phase, reviewing notes at home and using the Cornell method as mentioned in the literature review to develop learned knowledge (Brazeau, 2006) This note-taking system involves dividing the students’ notes into two sections: a summary section, where the students write down the critical points of the lesson, and a reflection section, where you reflect on what you've learned and how you can apply it This method can help the students better understand the material and ensure that they retain, connect and develop learned knowledge New questions, ideas or inspiration also might arise when performing this second phase  Finally, in the third phase, it is important to synthesize and memorize the knowledge gained This is where mind mapping comes in Mind maps are visual tools that can help students to organize and connect information to make it easier to remember The students can enhance their self-learning and lifelong learning by using mind maps to create a personalized view and mindset towards English learning By combining these note-taking methods into a system that works for the students, they can maximize the effectiveness of learning and achieve language learning goals 44 5.2.2 To FEL’s lecturers English language lecturers can consider implementing appropriate note-taking methods for the needs of the lesson to encourage students to perform and participate more actively in focusing on the lecture, understanding tasks and being able to develop self-study skills based on what has been noted in class In addition, lecturers can also test and evaluate the note-taking products of students to contrast with the lesson learning outcomes Therefore, teachers can better understand the level of knowledge achieved by students to encourage and help them adjust their note-taking methods accordingly 5.2.3 To the Faculty of English Language The FEL should encourage as well as scrutinize the inclusion of note-taking methods in lessons The analysis and synthesis of the features and needs of each subject to implement appropriate note-taking measures can also be studied In addition, to spread and popularize this method, infographic design competitions in the form of note-taking methods are also a good opportunity for students to 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(laptops, notebooks, pens, sticky notes, etc.) • • - Do the students take notes during class? • • - Do the students directly take note of important information in their • • - 52 students’ books (Do the students directly note important information on their provided handouts?) optional • • - Do the students take notes while the lecturer is presenting? • • - Do the students take notes of their ideas when performing groupwork? • • - Do the students use the information in their notes to interact with the lecturer? • • - Do the students use their notes on students’ book or other means (or optional: handout) from the previous periods to study for the next ones? Do the students who take note volunteer and answer the lessons’ questions faster • • - • • - 53 and better? Considerations regarding LECTURER YES NO Comments (more information from the observed results) Does the lecturer mostly use PowerPoint to present the lesson? • • - Are the key contents of the lesson displayed on the PowerPoint? • • - Does the lecturer ask their students to take notes of the information from the lesson? • • - Does the lecturer provide handout to their students? • • - Does the handout contain the detail of the lessons? • • -  APPENDIX – QUESTIONNAIRE 54 QUESTIONNAIRE An investigation into Lac Hong University’s first-year English majors’ notetaking habits in macro skills and suggestions for efficient approaches This research which investigates note-taking habits of first-year English majors at Lac Hong University aims to explore and suggest some more efficient note-taking methods Please support this study by filling in the questionnaire which takes approximately 10 minutes Your answers are entirely anonymous and confidential and will be used as an important basis and improvement to the research A small gift is waiting for you as a thank you for your contribution Age: ……………………………………………………………………………… Gender: ………………………………………………………………………… What is your overall study result in the first semester? • Excellent (9.0-10) • Very good (8.0-9.0) • Good (7.0-8.0) • Average-good (6.0-7.0) • Average (5.0-6.0) • Weak (3.0-5.0) What is “note-taking” in your opinion? You can choose multiple answers • Note-taking is an activity that saves information under many methods and forms • Note-taking is an activity to memorize and recall the lessons • Note-taking is an activity that takes a lot of time • Note-taking is an effective way to help you learn better • Note-taking is what the lecture has already conducted in the lessons • Note-taking is a free activity that does not require any method or rules • Note-taking is a skill used in listening lessons and tasks only • Other:… ……………………………………………………………… …………………………………………………………………………… What is your style in recording the lesson information? You can choose multiple answers 55 O O O O O O O O I directly take notes in the books I separately take notes in my notebook for note-taking only I take notes in separated note-books I take notes on a laptop or other software I note them down on a sticky note and put them in the right place I directly take note in the provide handouts by lecturers I take pictures of the lecturer’s lectures Other:………………………………………………………………… ……………………………………………………………………… ……… Do you know any kind of note-taking methods? • Yes • No If yes, can you name them? ………………………………………………………………………………………… …………………………………………………………….… Did you note down important information throughout the previous lessons? O Yes, I did O I took note of some of the information O I almost did not take any notes Do you review the lessons and take notes at home? • Yes • No When you think that notetaking is useful? You can choose multiple answers • When preparing presentations • When reviewing for tests • When studying and recalling lessons at home • Others:….…………………………………………… ……………… …………………………………………………………………………… 56 What information would you take notes of if you can study this lesson again? ………………………………………………………………………………………… ……………………………………………………………… Performing note-taking and studying at the same time through listening and reading is: O Difficult O Easy 10 How you rate the importance of “note-taking” skills from one to ten? Circle the number as your opinion 1–2–3–4–5  Unimportant  Somewhat important  Important  Fairly important  Very important Why? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………… I would really appreciate it if you could leave your email or telephone number for further interview Name: Email: Mobile phone: Many thanks! 57