Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON TECHNIQUES TO IMPROVE NOTE-TAKING SKILL IN LISTENING CLASSES FOR THE FIRST-YEAR ENGLISH MAJOR AT HUNG YEN UNIVERSITY OF
INTRODUCTION
Rationale of the study
Listening is akin to playing chess, involving problem-solving, critical thinking, and intuition Each listening experience presents unique challenges that require continuous development of knowledge and experience Success in listening demands disciplined practice of various techniques and skills, beyond just language mastery and cultural sensitivity Among these essential skills, effective note-taking stands out as crucial for achieving successful listening outcomes.
Vietnamese learners face significant challenges in enhancing their listening skills, similar to students globally During my first year of university, I realized that mastering listening skills is crucial for overcoming difficulties in English comprehension With improved listening abilities, Vietnamese students can effectively tackle the common problems associated with understanding spoken English.
The writer has been motivated by various factors to conduct research on the use of note-taking skills in listening classes for first-year English majors at UTEHY.
Aim and objectives of the study
The study has purposes as follows:
- To examine the current situation of using note-taking skill in English major first-year’s listening classes
- To find out the difficulties encountered by English major first-year in using note-taking skill in listening classes
- To suggest some techniques to improve first-year English majors’ note-taking skill.
Research question(s)
The study is conducted to answer the following questions:
1 What is the current situation of using note-taking skill in English major first-year’s listening classes, Hung Yen University of Technology and Education?
2 What difficulties do first-year English majors at Hung Yen University of Technology and Education have in note taking skill in listening classes?
3 What methods should be used to help first-year English major at Hung Yen University of Technology and Education overcome their difficulties?
Scope of the study
This article addresses the challenges first-year English majors at UTEHY face with note-taking skills during listening exercises It specifically examines the difficulties encountered in developing listening skills and offers effective note-taking techniques to enhance learning The research focuses on both student and lecturer perspectives to identify and improve note-taking strategies in listening classes, aiming to provide solutions to these common issues.
Methods of the study
To meet the outlined objectives, the study employed a combination of qualitative and quantitative research methods Qualitative data was gathered through semi-structured interviews conducted both prior to and following the intervention, while quantitative data was obtained through questionnaires.
Significance of the study
Despite note-taking being a widely recognized skill in listening, there is a lack of research on listening challenges and the factors influencing listening abilities This study aims to explore the difficulties faced by first-year English major students at UTEHY and the underlying causes of these challenges, ensuring its relevance to the specific situations encountered by students at this institution.
Structure of the study
The study is divided into four parts:
Chapter I: INTRODUCTION – presents the rationales, aims, research questions, scope, method and design of the study
Chapter II: LITERATURE REVIEW – discusses the relevant theories related to using note- taking skill in listening classes for the first-year English major at Hung Yen University of Technology and Education
Chapter III: THE STUDY – analyzes the data collected in order to find out the benefits, difficulties, and current situation of using note-taking skill in listening classes
Chapter IV: CONCLUSION – presenting an overview of the study, suggestions for further research and limitations of the study.
REVIEW OF LITERATURE
Listening
Listening is a crucial component of effective oral communication, with research indicating that we spend 45% of our time engaged in listening Mastering this skill enhances our overall communicative abilities, although it can be challenging due to the human mind's tendency to become easily distracted Listening involves a process akin to reading, requiring knowledge of phonology, syntax, semantics, and comprehension Notably, students dedicate about 20% of their school hours to listening, with classroom time often reaching nearly 100% listening engagement This underscores the importance of listening as a vital area for development in both native and second languages, leading to various definitions and understandings of listening skills.
Listening, as defined by Howatt and Dakin (1974), is the skill of recognizing and comprehending what others communicate This multifaceted process requires an understanding of the speaker's accent, pronunciation, grammar, and vocabulary, along with the ability to grasp the overall meaning A proficient listener can effectively manage all four aspects at once.
Lesley Barker (2001) emphasizes that effective listening transcends the mere ability to hear and comprehend spoken words; it encompasses essential skills such as demonstrating etiquette, seeking clarification, expressing empathy, and offering suitable responses.
Listening is a crucial language skill, as highlighted by Bulletin (1952), serving as a key medium for individuals of all ages to acquire knowledge It plays an essential role in shaping their understanding of the world, human interactions, values, and ideals, ultimately enriching their educational experience.
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 intentions of the speakers.
According to Imhof (1998), listening is defined as an active process that involves selecting and integrating relevant information from auditory stimuli, with personal intentions playing a crucial role in this listening process.
Effective listening skills are essential for success in the workplace, family, and society They are particularly crucial in professions such as communications, management, and sales Good listening involves various etiquettes, including asking clarifying questions, demonstrating empathy, and offering appropriate responses Additionally, understanding and interpreting body language, such as maintaining eye contact and sitting attentively, are key components of being a good listener.
English learners will eventually encounter real-life situations where they need to listen to authentic English for various purposes In the classroom, they are exposed to grammatically correct dialogues, conversations, and presentations, where speakers articulate at a controlled speed and maintain perfect tone, accent, and grammar Additionally, learners are often well-prepared and familiar with the topics they are about to hear.
According to Rixon (1986) and Hublard et al (1984), classroom listening can be categorized into two main types: intensive listening and extensive listening Intensive listening, also known as comprehensive or informative listening, involves students paying close attention to detailed information and fully understanding the content of the message, such as during instructions or lectures This type of listening is crucial for developing language skills and comprehension necessary for completing exercises and activities In contrast, extensive listening, or appreciative listening, focuses on general ideas rather than specific details, allowing students to enjoy natural language in various contexts, such as concerts, speeches, or poetry This enjoyable form of listening motivates learners to enhance their listening skills while engaging with diverse and entertaining topics.
Wolvin and Coakly (1988, 1993) categorize listening into five distinct types Discrimination listening is the foundational level, focusing on distinguishing between different sounds Listening comprehension, also referred to as listening to content or information, involves fully understanding the message Therapeutic listening emphasizes empathy, allowing the listener to connect deeply with the speaker to facilitate personal growth or understanding Critical listening requires evaluating and judging the information presented, assessing its strengths and weaknesses Lastly, Appreciative listening seeks information that aligns with our needs and goals.
Note- taking
Note-taking involves systematically recording and capturing essential information from various sources, including lectures, discussions, and books It requires learners to organize and synthesize information in a way that resonates with them, allowing them to select the most suitable methods for their individual needs.
Taking notes is an active listening process that requires connecting new information to existing knowledge and seeking answers to any questions that emerge from the material.
Walter Pauk and Ross J.Q Owens emphasize that effective note-taking goes beyond merely jotting down interesting points; it involves employing a systematic approach to capture information and subsequently organizing it cohesively.
Monereo, C highlights that note-taking is the dominant academic activity in universities and serves as a crucial medium for interaction between teachers and students This insight has sparked growing interest in researching students' note-taking practices and their effects on learning outcomes.
Note-taking is a vital skill for university students, as it helps in synthesizing information from various sources such as textbooks, lectures, labs, and online discussions However, mastering this skill can be challenging It is important for students to explore different note-taking methods to find the one that best suits their learning style and course needs.
2.2.2 The importance of note-taking while listening
Effective note-taking is a crucial skill for enhancing listening comprehension and memory retention It enables learners to create a clear, concise, and accurate record of the information they have absorbed Developing this skill is essential for students, particularly when transitioning from high school to college As highlighted by K Dietsche in a 2000 project, mastering effective lecture note-taking is a vital step for college students to ease their academic journey.
Note-taking skills play a crucial role in academic success by serving as a valuable record of key information and its sources Writing notes enhances memory retention and promotes effective listening and concentration The process of selecting important details to note increases comprehension, while notes also serve as a vital resource for exam preparation Additionally, class notes often contain unique information that may not be available from other sources.
Note-taking not only enhances student retention but also fosters effective learning According to George Dudycha, a psychology professor at Wittenberg College, “The taking of notes facilitates learning.” This process requires students to focus on the lecture, analyze information, and quickly reflect on their observations, leading to active engagement in essential learning activities.
Students often focus too much on individual words when taking notes, which leads to an overload of short-term memory without forming coherent sentences This approach indicates a lack of understanding that effective note-taking should prioritize the mental analysis of the speech rather than attempting to capture every lexical item Notes are not required to mirror the original speech in completeness or organization; instead, they should serve as cues that help recall the main ideas and their connections, much like a skeletal outline of the speech.
Effective note-taking requires the listener to identify and retain key ideas from a speech, as writing speed is typically slower than speaking speed This skill allows the listener to focus on essential information while omitting irrelevant details By recording main ideas, listeners can easily follow the structure of the speech, ensuring they capture important points and maintain fidelity to the original content.
To effectively take notes, listeners should focus on the connections between ideas, as these links shape the overall meaning of the speech Recognizing and documenting these relationships helps prevent confusion and enhances understanding Just as marking a road for each turn aids navigation, systematically noting logical connections allows listeners to easily follow the speaker's movements and shifts in direction.
Certain elements, such as numbers, proper names, lists, and specific terminologies, cannot be easily recalled through analytical or logical reasoning within a particular context.
To effectively remember key elements, listeners must repeatedly engage with them Consequently, it is crucial for note-taking to prioritize numbers, proper names, lists, and specific terminologies.
Jones emphasizes the significance of accurately noting the tenses and modes of verbs, particularly in conditional forms, as they greatly impact the meaning of a sentence For effective note-taking, listeners should focus on capturing the main ideas and their connections, which will aid in visualizing the overall structure of the speech.
To take effective notes, listeners must first determine what information is essential to record Experienced note-takers emphasize that the method of note-taking is equally crucial Clearly separated and logically organized notes minimize confusion during review, while the use of abbreviations and symbols enhances clarity and efficiency.
2.2.4.1 Learn to abbreviate and use symbols
THE STUDY
Background of the study
This chapter reviews note-taking strategies in listening classes, integrating relevant theories and examples from linguistic research with personal insights and evaluations The next section presents an empirical report derived from survey findings, beginning with a concise overview of the survey's purpose, subjects, methodology, and procedures.
3.1.2 The Objective of the Survey
The quantitative survey aims to investigate listening students' perspectives on the importance of note-taking skills in their listening classes It seeks to understand their views and practical experiences regarding the essential requirements for effective notes and their strategies in specific note-taking situations However, the survey does not intend to assess the students' actual acquisition of note-taking skills or analyze their real-life note-taking practices.
First-year students across three campuses (Khoai Chau, Pho Noi, Hai Duong) were surveyed, with 100 English majors participating despite their limited experience in professional listening and note-taking skills Their responses reflected the knowledge gained from previous listening instruction in school The study saw enthusiastic participation from both students and teachers.
The study utilized a survey questionnaire as its primary data collection instrument, specifically targeting K18 English majors at UTEHY This questionnaire aimed to gather information relevant to three key research questions, focusing on the experiences and perspectives of students.
Part I: Participant's information aims to collect general information about the survey participants
- To find out the reality of using note-taking in first-year listening classes (questions 1 to 4)
- To investigate common difficulties when using English note-taking skills in listening classes (question 5)
- To find out some note-taking techniques to help students improve their English listening skills (questions 6 to 10)
A five-question survey was sent to five teachers to assess the listening ability of UTEHY first-year and to explore teachers' suggestions about students' difficulties in taking notes
For this study, survey links were distributed to 100 first-year students at the Faculty of Foreign Languages, while five English lecturers completed separate survey questionnaires specifically designed for educators.
This chapter presents the research methodology to conclude the participants, the data collection tools, and the data collection process
The sample questionnaire is available in the appendix at the end of the thesis.
Data analysis
This chapter presents a comprehensive analysis of data collected from survey questionnaires, focusing on the common difficulties students face when studying listening skills Utilizing pie charts and column graphs, the analysis systematically reorganizes the findings according to the sequence of the questions, providing immediate conclusions for each figure.
3.2.1 Analyzing from the students’ survey questionnaire
Figure 3.1: Number of years studying English
A survey conducted among 100 first-year English majors at Hung Yen Technical Education University revealed that all participants have studied English for over five years, with 69% having more than ten years of experience This indicates that English has effectively become a second language for these students.
3.2.1.2 Students’ attitude toward listening skill
Figure 3.2: Students’ attitude toward listening skill
The column chart indicates that a significant majority of students, accounting for 87%, perceive listening as a challenging or very challenging skill in their English learning journey In contrast, only 13% view it as a typical skill, with no students believing that mastering listening is an easy task.
3.2.1.3 Students’ attitude toward how important is listening to them
Figure 3.3: Students’ attitude toward how important is listening to them
The chart highlights the significance of listening from the students' perspective, with all participants acknowledging its critical importance This underscores that effective listening not only serves as a strong motivational factor but also positively influences students' performance in listening comprehension.
Very difficult Difficult Normal Easy
Very important and important Neutral and not important
3.2.1.4 Students use note-taking in self-study
Figure 3.4: Students use note-taking in self-study
The column chart illustrates that nearly 90% of students engage in note-taking at home only occasionally or rarely, with just 10% incorporating it into their daily routines Additionally, the limited time students dedicate to self-study significantly hampers their ability to master effective note-taking skills.
3.2.1.5 The effectiveness of using note-taking in learning English
Figure 3.5: The effectiveness of using note-taking in learning English
According to the survey results, a significant 89.1% of students believe that utilizing note-taking skills enhances their self-study of English, with 30.9% of respondents rating note-taking as very effective for their learning.
Very effective Effective Adequate Inefficient
According to the survey, 10.9% of respondents felt that the effectiveness of note-taking skills in their listening classes did not meet their expectations However, the results indicate that students increasingly utilize note-taking techniques in their English learning, recognizing its role in enhancing their overall learning abilities.
3.2.1.6 Difficulties in taking notes in listening class
Agree Agree Normal Disagree Strongly
There are too much vocabulary and information to remember
You have to remember what you heard, write it down while listening to the lecture
Not enough time to take notes on what you heard
Teachers do not have instructions on how to take notes
Haven't found the right note- taking method for you
Table 1: Difficulties in taking notes in listening class
Table 1 highlights first-year students' challenges with note-taking in English listening classes A significant number of students (35% agree, 60% somewhat agree) struggle with the overwhelming amount of information and vocabulary to memorize Additionally, 77% report difficulties due to handwriting issues, such as slow writing speed and spelling challenges Time constraints are also a concern, with 57% of students fully agreeing that there isn't enough time to jot down what they hear While some students feel that the lack of effective note-taking methods taught by instructors contributes to their struggles, 52% find it challenging to develop their own note-taking strategies, while only 4% claim this is not an issue.
3.2.1.7 Students use of abbreviation and symbols instead of writing all in words
Figure 3.6: Students use of abbreviation and symbol instead of writing all in words
A recent study reveals that only 24% of students consistently use abbreviations and symbols while taking notes during listening activities, while 36% do so occasionally Conversely, a significant 40% of students never employ these techniques in their note-taking This indicates that many students are missing out on the benefits of abbreviations and symbols, leading to inefficient note-taking practices that consume valuable time as they write everything out in full.
3.2.1.8 Students use of diagrams to take note
Figure 3.7: Students use of diagrams to take note
According to a recent survey, only 28% of students frequently incorporate diagrams, such as graphs, flow charts, and tables, into their notes, primarily during listening classes when copying from teachers or flip charts Additionally, 42% of respondents reported using diagrams occasionally, while 30% never utilize them Diagrams are valuable tools for visualizing the main ideas of a text and understanding their connections throughout the material, as they effectively illustrate the organization of information and relationships between concepts.
3.2.1.9 Students’ opinion on rewriting their notes
Figure 3.8: Students rewrite their notes
A survey revealed that 79% of participants occasionally rewrite their notes, primarily when preparing reports or articles Conversely, 21% of respondents indicated that they never rewrite their notes, particularly those intended solely for personal use.
3.2.1.10 Student’s opinions on the materials supplied by the teachers
Figure 3.9: Student’s opinions on the materials supplied by the teachers
The chart indicates that 60% of students find the instructor's material useful, interesting, and relevant, with 7% strongly agreeing and 53% agreeing, suggesting a positive impact on their listening skills Conversely, 20% of students feel that the materials are unsatisfactory and not conducive to enhancing their note-taking abilities, highlighting that individual student capabilities play a significant role in their learning experience Additionally, 20% of students remain neutral on the effectiveness of the materials.
3.2.2 Analyzing From the Teachers’ Survey Questionnaire
3.2.2.1 Teachers’ opinions on students’ competence during their first years in the university
According to the chart, almost 50% of the teaching staff in the Faculty of Foreign Languages believe that their students’ listening skills are at an average level during their initial years Additionally, a significant portion of students, specifically 36%, are rated below average in listening competence, while only 8% demonstrate above-average skills.
A significant consensus among respondents indicates that students possess excellent listening skills However, it can be concluded that the primary challenge faced by students in their early school years is developing effective note-taking abilities.
Figure 3.10: Teachers’ opinion on students’ listening competence during their first years in the university
3.2 2.2 Teachers’ opinions on students’ common difficulties in note taking skill
Agree Agree Normal Disagree Strongly
Students’ vocabulary is efficient enough to comprehend the spoken
Grammar is important in listening comprehension
Stress and intonation make them feel hard to understand the message
Excellent Good Average Under average
It’s difficult to understand when speakers produce spontaneous connected speech
The speed rate of speakers is too fast
Stressful and nervous while listening
Environmental factors that prevent listening
Lack of taking note techniques 37% 27% 20% 16% 0%
Table 2: Teachers’ opinions on students’ common difficulties in note taking skill
A significant 46% of teachers believe their students lack the vocabulary necessary for understanding spoken texts, a sentiment echoed in student survey responses Both teachers and students agree that the students' vocabulary is inadequate Additionally, 73% of teachers assert that grammar plays a crucial role in enhancing listening comprehension, while 72% report that students struggle with different accents Consequently, varying accents emerge as a major challenge for English majors in mastering listening comprehension.
Findings and discussion
3.3.1 What is the current situation of using note-taking skill in English listening in first- years listening classes, Hung Yen University of Technology and Education?
A survey revealed that while most students acknowledge the significance of listening skills and the advantages of note-taking in learning English, only a small percentage, about 10%, practice note-taking regularly at home Up to 90% of students either rarely or sometimes engage in this essential skill Many rely on improvised abbreviations rather than a systematic approach, complicating the review process Additionally, the challenge of managing self-study time at home adversely impacts students' ability to master note-taking techniques, highlighting a limitation among first-year English majors at UTEHY.
3.3.2 What difficulties do first-year English majors at Hung Yen University of
Technology and Education have in note taking skill in listening classes?
First-year English majors at UTEHY encounter significant challenges in the note-taking process, particularly in developing effective listening skills These obstacles hinder their ability to take comprehensive notes, impacting their overall academic performance.
Many students struggle with note-taking due to their slow writing speed, which prevents them from keeping up with the information presented by speakers This challenge leads to missed information and incomplete notes Additionally, a limited vocabulary further complicates their ability to take effective notes.
Many individuals struggle with effective note-taking and organization, often resorting to abbreviations that ultimately lead to confusion As a result, they find it challenging to comprehend the material presented by speakers.
Effective note-taking hinges on understanding what information to prioritize This process involves significant cognitive effort, as listeners must engage in various mental activities before jotting down notes While individual preferences play a crucial role in determining what to record, adhering to some general principles can enhance the overall effectiveness of note-taking.
Effective note-taking is essential for students to capture the main ideas of a lecture It’s important to focus on key words rather than attempting to write down every detail immediately The fundamental principle of note-taking involves understanding the concept first and then recording it succinctly.
3.3.3 What methods should be used to help first-year English major at Hung Yen University of Technology and Education overcome their difficulties?
The author proposes various strategies to enhance students' note-taking skills during listening classes, including the use of symbols, abbreviations, and mind maps After analyzing data, the author provides an overview of English listening skills and highlights the challenges students face in taking effective notes Through students' listening practice, the researcher aims to identify effective methods to boost note-taking abilities at FFL, UTEHY.
Some suggested techniques on taking notes
Effective note-taking systems demand your active engagement during lectures It's essential to stay focused and capture clear, relevant notes, rather than attempting to transcribe everything verbatim Many details presented in a lecture may not contribute to your understanding of the material, so prioritizing meaningful information is key to enhancing your learning experience.
If you have problems determining the specific relevant points in a particular class, you can always ask the professor to clarify them for you
The 2-6 refers to the way you divide the space on your notepaper Make two columns, using the red line on the left of the page as your border Then, when you take notes in class, use the 6 columns for the notes and the smaller 2 columns on the left as a highlighting system Write main headings and important points on the left, including material you think you will be tested on When you're finished, you should have a comprehensive page of information that you can quickly scan for important points
To effectively learn course content, it's essential to utilize both class lectures and textbooks The split page method of note-taking can enhance this process: simply divide your notebook page in half and take class notes on one side while outlining textbook material on the other This approach allows you to have a comprehensive study resource that combines both sources, facilitating better retention and understanding.
Using colored pens for note-taking can significantly enhance information retention, allowing you to remember 50% to 80% more without the need for re-reading Although it may take a bit longer, giving this method a chance can yield impressive results Avoid traditional blue or black ink to maximize your learning experience.
3.4.4 Use mind maps in taking note
The concept of 'mind mapping' was introduced by Tony Buzan in the late 1960s, describing it as a graphic technique that unlocks the brain's potential by engaging various cortical skills, including words, images, numbers, logic, rhythm, color, and spatial awareness According to Buzan (2012), mind mapping effectively aids individuals in visualizing, structuring, and classifying their ideas.
Figure 3.12: Mind mapping information and advice
Recommendations
Before attending the lecture, review your notes from the last session and ensure you have all necessary materials, including a pen and paper Additionally, read the assigned document to enhance your understanding of the topics that will be covered in class.
To enhance the efficiency of your note-taking, always date your notes for easy reference later Utilize abbreviations, symbols, and your own terminology to streamline the process, allowing for a more organized structure This approach not only accelerates your note-taking but also enables you to capture more information during lectures.
To enhance long-term retention of information, it's essential to periodically review lectures This practice not only keeps the material fresh in your memory but also aids in integrating new knowledge with existing concepts Additionally, reorganizing your notes and refining your review techniques can significantly improve your understanding and retention of the subject matter.
Teachers should ask students for developing shorthand If you find there's a term you are writing over and over in your notes, make shorthand There are standard abbreviations, like
Using abbreviations like "w/o" for "without" and "iff" for "if and only if" can enhance clarity in communication Additionally, creating acronyms such as "EG" for "economic growth" or "org" for "organism" can streamline discussions Educators should offer a basic outline as a handout to students and structure lessons logically, as this approach significantly aids students in developing effective note-taking skills.
3.5.2.2 Materials should be combined with techniques of taking notes
To engage students effectively, listening materials must be sourced from diverse origins, ensuring they are both interesting and suitable for all proficiency levels Incorporating various techniques—such as abbreviations, symbols, and diagrams—helps learners establish a solid foundation in note-taking skills.
Summary
Chapter 3 presented a discussion of some of the key findings from the study and some key suggestions for answering the three research questions The findings provide an overview and difficulties encountered in using note-taking skills in the English listening class of first-year English majors at UTEHY Those difficulties to come up with solutions to improve and enhance students' note-taking skills
CONCLUSION
Conclusion
Effective note-taking skills are crucial for first-year students at UTEHY, particularly in listening classes This study aims to assess the current application of note-taking techniques among UTEHY teachers and students, while also providing various strategies to enhance these skills By addressing existing challenges, the research seeks to improve learning outcomes and overall efficiency in listening classes.
The researcher employed a mixed-methods approach to fulfill the study's objectives, utilizing a questionnaire directed at both teachers and students A total of 100 first-year English majors from UTEHY and 5 English teachers participated in the survey The key findings of the study are outlined below.
Most survey respondents in listening classes utilize note-taking techniques, which have been shown to enhance engagement and interest in learning Research indicates that learners often face challenges when integrating technology into their studies However, employing note-taking while listening to English offers numerous benefits, such as promoting active involvement and preventing distractions To improve learning outcomes, specific note-taking strategies are recommended for FFL students and faculty at UTEHY.
Limitations of the study
This study investigates the note-taking skills of first-year students at UTEHY and presents various techniques to enhance these skills However, with only around 100 participants, the findings may not fully represent the views of the entire student body Additionally, the limited timeframe of the study means it addresses only a portion of the broader issue As it stands, this research begins to shed light on how UTEHY students utilize notes and their perceptions of the practice A more extended study would provide a deeper understanding of these challenges, encouraging further exploration by those interested in the topic.
Recommendations for further research
The following guidelines should be considered in future research:
- Research to investigate student's learning motivation in using note-taking skills
- The relationship between learning outcomes and motivation can also be an object of future- oriented investigation
- The topic only studies the current situation of how to take notes and propose some solutions to improve learning efficiency
1 Alvarez, P Jr (1994) Effective Note-Taking The Calren Project, University of
2 California Polytechnic State University Notetaking System: 5 methods Student Academic Services - Study Skills Library
3 Career Development & Placement Center, CDPC (2006) A System for Effective Listening and Notetaking Career Development & Placement Center, University of California, Berkeley Retrieved 2006
4 College of Saint Benedict | Saint John's University (2004) Lecture Note Taking CSB|SJU Academic Advising
5 Manktelow, J (1995) Mind Tools: Improving Note Taking with Concept Maps
6 Pauk, W (1989) The Cornell Notetaking Technique The Counseling and Career Center, The Brigham Young University Retrieved April 12, 2004, from http://ccc.byu.edu/learning/note-tak.php
7 Procter, M (2003) Writing at the University of Toronto Retrieved April 12, 2004
8 Sweet Briar College (n.d.) Note-Taking Skills Study Skills Retrieved April 12, 2004
9 The University of Minnesota Duluth (2002) Taking Notes from Lectures Student: Handbook Retrieved April 12, 2004
10 The University of Texas At Austin (2002) A System for Effective Listening and Note- Taking The University of Texas Learning Center Retrieved April 12, 2004
11 Virginia Polytechnic Institute and State University (n.d.) Note-Taking and In-Class Skills Study Skills Self-help Information Retrieved April 12, 2004
12 York University (1995) Note-taking at University Counselling and Development Centre Retrieved April 12, 2004
This survey aims to gather insights on effective techniques for enhancing note-taking skills in English listening classes Your honest responses are crucial for the research, and your participation is greatly appreciated Rest assured, your answers will be used solely for academic purposes, contributing significantly to the research process.
Thank you very much for your cooperation!
How long have you studied English? ……… years
Part II: For each of the statements below, please mark agreement or disagreement in the appreciated box to make clear your opinion
1 How do you think about listening skill?
2 How is listening skill important for you?
3 How often do you use note-taking when listening at home?
4 Do you find your note-taking skills in class effective?
5 What difficulties do you have in note taking skill in listening classes?
Agree Agree Normal Disagree Strongly
There are too much vocabulary and information to remember
You have to remember what you heard, write it down while listening to the lecture
Not enough time to take notes on what you heard
Teachers do not have instructions on how to take notes
Haven't found the right note- taking method for you
6 Do you often use abbreviation and symbol in your notes?
7 Do you often use diagram in your notes?
8 Do you often rewrite your notes?
9 The listening materials supplied by the teachers are interesting and appropriate to you
10 In your opinion, what your teachers should do to help you improve your listening acquisition? Alternatively, do you have any useful tips to share the learners?
This questionnaire aims to explore techniques for enhancing note-taking skills in listening classes for first-year English majors at UTEHY Your participation in this survey is invaluable, as your responses significantly contribute to the study Rest assured, all information provided will be used exclusively for research purposes Please complete the survey by writing your answers or ticking the appropriate boxes.
Thank you very much for your cooperation!
1 What do you rate the listening ability of first-year at university?
2 Please give your own ideas for these recommendations
Agree Agree Normal Disagree Strongly
Students’ vocabulary is efficient enough to comprehend the spoken
Grammar is important in listening comprehension
Stress and intonation make them feel hard to understand the message
It’s difficult for them to understand when native speakers produce spontaneous connected speech
The speed rate of speakers is too fast
Stressful and nervous while listening
Environmental factors that prevent listening
Lack of taking note techniques
3 Do you think that listening materials applying to the first-year English majors is interesting and appropriate?
4 In your opinion, what should you do to help the students improve their note taking skill?