Applying note taking strategies to develop 10th grade student’s listening skills a quasi experimental research project at a high school in hanoi Áp dụng các chiến lược ghi chú Để phát triển kĩ năng nghe cho học

Applying note-taking strategies to develop 10th-grade student’s listening skills a quasi-experimental research project at a high school in Hanoi Áp dụng các chiến lược ghi chú để phát triển kĩ năng nghe cho học

Rationale of the study

Listening comprehension is a critical aspect of language acquisition, vital for effective communication and academic success Despite its importance, many 10th- grade students struggle with developing strong listening skills They face challenges such as understanding complex spoken language, dealing with unfamiliar accents, and coping with environmental distractions These difficulties hinder their ability to focus, comprehend, and retain information, ultimately impacting their overall language proficiency and academic performance

Language acquisition involves mastering various skills, with listening comprehension being foundational Effective listening enables learners to understand spoken language, extract meaning, and respond appropriately Recent research indicates that listening is one of the most frequently used language skills in everyday communication (Brown & Davis, 2019) Furthermore, listening skills are closely linked to other language skills such as speaking, reading, and writing Strong listening abilities aid in the development of vocabulary, grammar, and pronunciation, leading to comprehensive language proficiency (Goh & Taib, 2006) This underscores the need for interventions that can help students overcome the barriers to effective listening

The complexity of spoken language poses a primary challenge for 10th-grade students They often struggle with unfamiliar vocabulary and complex sentence structures, which can hinder their comprehension, especially at an intermediate level Additionally, students find it difficult to follow spoken discourse due to different accents and speech patterns (Garcia & Lee, 2021) Environmental factors such as noisy classrooms and various distractions further exacerbate these challenges, affecting students’ ability to concentrate during listening activities As a result, many students experience frustration and lack confidence in their listening skills, which negatively impacts their overall language proficiency and academic performance

The rationale for this study lies in addressing the significant challenges faced by 10th-grade students in improving their listening skills Listening proficiency is undeniably a cornerstone of language learning, essential for effective communication and comprehension However, developing these skills presents substantial hurdles for students, including linguistic barriers such as vocabulary limitations and difficulties with understanding unfamiliar accents, as well as cognitive impediments like processing speed and attention span constraints (Smith

& Doe, 2021) Environmental factors, including classroom distractions and ambient noise, further complicate the listening process

At the high school where this study is conducted, teachers have observed significant challenges in improving students’ listening comprehension skills The school, established six years ago, serves a diverse student population selected through a competitive entrance exam Despite the students’ foundational knowledge in English, their listening skills remain underdeveloped Teachers, aged between thirty and forty years old, are experienced and enthusiastic but often find it difficult to effectively address listening comprehension within the constraints of their teaching environment

Students struggle with various aspects of listening comprehension They often find it hard to understand different accents and complex sentence structures Additionally, the noisy classroom environment exacerbates these difficulties, making it hard for students to concentrate during listening activities These challenges lead to frustration and a lack of confidence in their listening abilities, negatively affecting their overall language proficiency and academic performance

Given these challenges, note-taking strategies emerge as a promising solution for enhancing listening comprehension among language learners Note- taking enables students to capture key points, organize information cohesively, and reinforce memory retention during auditory stimuli By actively engaging in note- taking, students can focus their attention, sift through relevant information, and make connections between spoken and written language forms Moreover, note- taking fosters an active listening stance, nurturing critical thinking and analytical skills crucial for comprehension (Jones & Hines, 2020)

Despite the potential benefits, the effectiveness of note-taking strategies in addressing the challenges faced by 10th-grade students remains unclear While some recent research suggests that note-taking can enhance listening comprehension by promoting active engagement and information retention, other studies highlight potential drawbacks such as the diversion of attention from the listening task and difficulties in synthesizing information (Smith & Doe, 2021)

This study aims to investigate the impact of note-taking strategies on the listening skills of 10th-grade students It seeks to provide empirical evidence on whether teaching students how to take notes can significantly improve their listening comprehension Additionally, the study will explore students’ attitudes towards note-taking, providing insights into their perceptions of this strategy and its usefulness in their learning process.

Objectives of the study

In this research, there are two main goals to be achieved Firstly, the study aims to assist students in improving their English listening comprehension skills by implementing note-taking strategies Listening comprehension is a fundamental aspect of language learning, and proficiency in this skill is essential for effective communication and academic success By employing note-taking techniques tailored to the needs of 10th-grade students, the study endeavors to enhance their ability to understand and interpret spoken English This objective underscores the practical application of research findings to address real-world educational challenges

Secondly, the study seeks to gather insights into students’ perspectives on the utilization of note-taking strategies in learning and during listening comprehension tests Understanding students’ attitudes and opinions towards note-taking can provide valuable feedback for educators and curriculum developers By exploring students’ experiences and perceptions, the study aims to ascertain the effectiveness and feasibility of incorporating note-taking strategies into language learning pedagogy This objective emphasizes the importance of student-centered approaches in educational research and practice

In short, the objectives of this study are twofold: to enhance students’ English listening comprehension skills through the implementation of note-taking strategies and to investigate students’ attitudes and opinions regarding the use of these strategies in language learning By addressing these objectives, the study aims to contribute to the advancement of teaching methodologies and the improvement of language learning outcomes for 10th-grade students.

Research questions

Based on the above mentioned objectives, the research questions for this study are formed as follows:

To what extent do note-taking strategies help students develop listening comprehension skills?

What are students’ attitudes towards using note-taking strategies in English listening lessons?

Significance of the study

The significance of this study is multi-faceted, encompassing theoretical, practical, and broader educational implications By addressing the challenges faced by 10th-grade students in developing listening skills, this research aims to provide a comprehensive understanding of how note-taking strategies can be effectively integrated into language learning curricula

From a theoretical perspective, this study contributes to the existing body of knowledge on language acquisition, specifically focusing on the development of listening skills It examines the cognitive processes involved in note-taking and how these processes can enhance listening comprehension This study builds on previous research by exploring the impact of note-taking strategies on younger learners, a demographic that has been underrepresented in existing studies By doing so, it provides new insights into the effectiveness of these strategies in different educational contexts and among diverse learner populations

Additionally, this study explores the relationship between note-taking and other cognitive skills, such as memory retention, critical thinking, and information organization Understanding these relationships can help refine theoretical models of language learning and inform future research on instructional strategies that promote active engagement and deeper comprehension

Practically, this study offers valuable insights for educators and curriculum developers It provides empirical evidence on the effectiveness of note-taking strategies in improving listening skills among 10th-grade students This information can be used to design more effective language instruction methods that incorporate note-taking as a central component By demonstrating how these strategies can be implemented in real classroom settings, the study offers practical guidelines and best practices for teachers

Furthermore, the study explores students’ attitudes towards note-taking, providing a better understanding of their perceptions and experiences This feedback is crucial for educators to tailor their teaching methods to meet students’ needs and preferences, making learning more engaging and effective By highlighting the benefits and potential challenges of note-taking, the study equips educators with the knowledge to address these issues proactively, thereby enhancing the overall learning experience.

Structure of the study

The study follows a structured framework with the following main sections:

- Chapter 1: Literature review reviews existing literature related to the topic, including theoretical frameworks, empirical studies, and previous research findings This chapter synthesizes relevant literature to establish a theoretical foundation for the research

- Chapter 2: Methodology outlines the research methodology employed in the study, including research design, participants, data collection methods, and data analysis techniques It details how the research was conducted and provides justification for the chosen approach

- Chapter 3: Findings and discussion presents the findings of the research and discusses their implications It includes the analysis of data collected during the study and interprets the results in light of the research objectives and literature reviewed

- The Conclusion summarizes the key findings of the study, reiterates the research objectives, and discusses their implications for theory, practice, and future research It concludes by offering recommendations based on the study’s outcomes.

LITERATURE REVIEW

Listening skills

Listening is a fundamental aspect of communication that extends far beyond the mere act of hearing sounds It is a complex process that involves interpreting, understanding, and responding to the messages conveyed by others In language learning and everyday communication, the importance of listening cannot be overstated

Listening is often misconceived as a passive activity; however, it is an active process that requires attention and cognitive engagement According to Rost (2013), listening involves the identification and interpretation of sounds within a linguistic framework This definition underscores the active nature of listening, where the listener decodes and makes sense of the auditory signals received It is not merely about hearing the sounds but about processing and understanding the information conveyed In an academic context, Vandergrift and Goh (2012) describe listening as a skill that is crucial for language learning, enabling learners to acquire spoken language, understand diverse accents, and grasp different speaking styles Their definition highlights the role of listening in facilitating communication and cultural understanding, essential elements in mastering a new language This perspective emphasizes that listening is not just a receptive skill but also a critical component of effective language acquisition

Moreover, listening plays a pivotal role in interpersonal communication It is about empathy and understanding, where the listener pays close attention to the speaker’s words, tone, and emotions As Nichols (1957) aptly notes, effective listening involves not only understanding the explicit content of the message but also the implicit emotions and intentions behind it This definition brings to light the emotional and empathetic dimensions of listening, showcasing its importance in building meaningful relationships and fostering social cohesion

In the context of education, listening is a vital skill that contributes to academic success It enables students to absorb and comprehend information presented in lectures, discussions, and other educational settings Goh (2008) points out that good listening skills are essential for students to effectively process and retain academic content, highlighting the link between listening and learning outcomes Thus, listening is not just about language acquisition but is also critical for academic achievement

For the purposes of this study, the definition provided by Vandergrift and Goh

(2012), which views listening as an active, cognitive process crucial for language learning and comprehension, is adopted This definition is chosen because it aligns well with the educational context of 10th-grade students in Vietnam, who face challenges in understanding diverse accents and complex spoken language in their English learning journey Moreover, this definition highlights the importance of active engagement and cognitive processing, which are central to the note-taking strategies being investigated in this research

1.1.2 Significance of listening skills in second language acquisition

The significance of listening skills in the realm of second language acquisition transcends mere academic pursuits, extending into the realms of real- world communication and social interaction Extensive research underscores the pivotal role that proficient listening skills play in fostering overall language proficiency among learners (Vandergrift, 2007) It is through effective listening that learners can grasp the nuances of spoken language with precision and clarity, thereby enhancing their oral proficiency and communicative abilities

Furthermore, the symbiotic relationship between listening comprehension and other language modalities cannot be understated Listening serves as a linchpin upon which the development of speaking, reading, and writing skills hinges (Rost,

2011) By comprehending spoken language adeptly, learners gain insights into linguistic patterns, vocabulary usage, and grammatical structures, laying a robust foundation for their language development across all skill domains

Beyond the confines of the classroom, proficient listening skills assume paramount importance in navigating the intricacies of everyday communication and social interaction In myriad contexts, ranging from casual conversations to formal exchanges, individuals rely heavily on their listening acumen to decipher meaning, discern intent, and respond appropriately (Field, 2008) Proficient listeners possess the ability to engage meaningfully with interlocutors, extract pertinent information from spoken discourse, and adapt their language use to suit varying communicative contexts

Moreover, adept listening skills empower language learners to engage authentically with native speakers, thereby facilitating cultural exchange and intercultural communication By deciphering authentic speech patterns, dialectical variations, and cultural nuances embedded within spoken language, learners can forge meaningful connections with individuals from diverse linguistic and cultural backgrounds In essence, listening proficiency serves as a gateway to intercultural understanding and communicative effectiveness in multilingual contexts

Thus, the cultivation of proficient listening skills emerges not merely as an academic pursuit but as a vital competency essential for navigating the complexities of real-world communication with finesse and efficacy As such, educators and language learners alike must accord due importance to the development and refinement of listening skills, recognizing their pivotal role in fostering linguistic fluency, intercultural competence, and communicative effectiveness

Listening is a critical component of effective communication, playing a vital role in understanding and responding to others around us Unlike hearing, which is a passive act of perceiving sound by the ear, listening is an active process that requires attention and cognitive effort The listening process involves several steps, each essential for comprehending and interpreting the information being communicated

- Step 1 Receiving: The journey of listening begins with the Receiving, where sound waves are initially encountered This stage is purely sensory, focusing on the physical ability to hear sounds without yet assigning them meaning As Goldstein (2019) elucidates, receiving is the foundation upon which the rest of the listening process is built, capturing auditory signals for further processing

- Step 2 Understanding: Transitioning from mere reception, the Understanding step involves decoding the auditory signals into coherent messages This critical stage requires parsing language, recognizing words, and comprehending grammatical structures Rost (2013) highlights the importance of understanding in grasping the intended message, underscoring it as the core of effective listening

- Step 3 Evaluating: Evaluating represents a deeper level of processing, where listeners critically assess the message’s credibility, relevance, and implications Nichols (1957) describes this phase as involving judgment and critical thinking, enabling listeners to sift through information and determine its significance relative to their needs and values

- Step 4 Responding: The Responding step is marked by the listener’s reaction to the message, whether through verbal feedback, non-verbal cues, or internal reflection Vandergrift & Goh (2012) note that responses can be immediate or delayed, serving as an indicator of the listener’s engagement and comprehension of the message

Note-taking

Note-taking is a fundamental aspect of the learning process, serving as a valuable tool for capturing, organizing, and retaining essential information conveyed during lectures, presentations, or any other auditory stimuli encountered in educational settings It entails the systematic recording of key points, ideas, and concepts in a structured format, enabling learners to distill complex information into manageable and easily digestible notes By engaging in the process of note-taking, individuals actively participate in the learning experience, processing information in real-time and encoding it into a written form that can be revisited and reviewed later (Pauk, 2001; Williams & Eggert, 2002) This practice not only facilitates comprehension during the initial exposure to the material but also reinforces learning through the act of summarization and organization (Boyle, 2013)

Moreover, note-taking serves as a personalized study aid, providing learners with a comprehensive record of the topics covered, supporting their efforts in self- directed study and exam preparation (Makany, Kemp, & Dror, 2009) This personalized record is invaluable during revision periods, as students can refer to their notes to refresh their memory, understand key concepts, and identify areas that require further study By reviewing and interacting with their notes, learners can strengthen their grasp of the material, leading to better academic outcomes

Effective note-taking also promotes active listening and engagement during classes When students take notes, they are required to pay close attention to the lecturer or speaker, ensuring they do not miss important information This active engagement fosters a deeper understanding of the material as students must process and paraphrase the content in their own words Additionally, the act of writing down information helps to solidify it in the learner’s memory, making it easier to recall later

Furthermore, note-taking encourages the development of critical thinking and organizational skills As students listen and take notes, they must discern which information is most important and relevant This process of selection and prioritization helps them develop the ability to evaluate and synthesize information effectively Structuring their notes in a coherent and logical manner also enhances their organizational skills, which are crucial for academic success and can be applied to other areas of life

Different note-taking methods can cater to diverse learning styles and preferences For example, the Cornell Method, which involves dividing the page into sections for notes, cues, and summaries, helps students organize their thoughts and review material efficiently Mind mapping, another popular technique, allows students to visually represent information and see the connections between different concepts These methods provide flexibility, enabling students to choose the approach that best suits their learning style

The benefits of note-taking extend beyond the classroom In professional settings, effective note-taking is a valuable skill for meetings, conferences, and presentations It allows individuals to capture essential points, make connections between ideas, and create actionable plans based on the information discussed This ability to efficiently record and utilize information is crucial for success in various career paths

Thus, note-taking goes beyond the simple act of transcribing spoken words; it is a dynamic and interactive process that enhances understanding, retention, and application of knowledge (Kiewra, 2005) By fostering active engagement, promoting critical thinking, and supporting personalized learning, note-taking plays an essential role in the educational journey Its impact is far-reaching, contributing to academic achievement, professional success, and lifelong learning

For this study, the definition provided by Pauk (2001) and Williams & Eggert (2002), which views note-taking as a systematic recording of key points and ideas that actively engages learners in the learning process, is adopted This definition is chosen because it highlights the dual role of note-taking in both capturing information and promoting active listening and engagement, which are crucial for enhancing listening comprehension skills By focusing on this definition, the study aims to investigate how structured note-taking practices can support 10th- grade students in improving their listening abilities in an educational context

At its core, note-taking significantly enhances comprehension When students engage in note-taking, they are not merely capturing information verbatim but are actively processing, analyzing, and synthesizing the material presented to them This active involvement with the content requires students to discern key points, organize them logically, and perhaps most importantly, translate them into their own words Such a process, as Rost (2013) articulates, is integral to deepening understanding, as it compels learners to engage with concepts at a more meaningful level, thereby facilitating better comprehension of the subject matter

Beyond mere understanding, note-taking is pivotal in aiding the retention of information The act of writing or typing out notes encourages the brain to process information more deeply, moving it from short-term to long-term memory Vandergrift & Goh (2012) underscore this point by highlighting how note-taking, as an active learning strategy, significantly enhances memory retention This is particularly crucial in academic settings where students are often required to recall vast amounts of information for exams and assignments

Organizing information is yet another vital purpose served by note-taking Given the complexity and volume of information presented in academic lectures or found in comprehensive texts, note-taking offers a structured means of categorizing and prioritizing content This organization is not merely for the sake of orderliness but is a cognitive strategy that facilitates easier navigation and comprehension of the material Goh (2008) emphasizes the utility of organized notes as a study aid, allowing for efficient review sessions that are more focused and productive, thus reinforcing key concepts and facilitating a better grasp of the subject matter

The utility of note-taking extends to supporting review and study Well- organized notes act as a personalized study guide that can be referred to in preparation for exams or completion of assignments Goldstein (2019) notes that the act of reviewing one’s notes can significantly reinforce learning and comprehension, providing an invaluable resource when revising for assessments This aspect of note-taking highlights its role in not just the acquisition but the retention of knowledge, ensuring that learners have access to a distilled compilation of critical information tailored to their understanding and study needs

Lastly, note-taking enhances concentration during lectures or while engaging with reading materials The active process of identifying main ideas, supporting details, and summarizing information in one’s own words helps maintain focus and engagement with the material Nichols (1957) suggests that the discipline of note- taking can mitigate distractions, keeping the learner anchored to the task at hand, thereby enhancing overall concentration and reducing the likelihood of mind- wandering

Note-taking stands as a cornerstone of effective learning strategies, wielding a profound influence on academic success and comprehension It serves a multifaceted purpose, with its primary goal being to enhance memory retention, comprehension, and understanding of the material presented Through the active engagement inherent in the note-taking process, learners immerse themselves in the content, grappling with concepts, and distilling them into concise written form This act of summarization not only reinforces learning but also clarifies complex ideas, promoting deeper understanding

Moreover, note-taking facilitates organization and synthesis of information, providing learners with a structured framework to categorize and connect key concepts By organizing information in a systematic manner, learners can discern patterns, relationships, and overarching themes, thereby enhancing their grasp of the material Additionally, note-taking serves as a valuable tool for revision and review, enabling learners to revisit and reinforce their understanding of the content at their own pace Through regular review of their notes, learners can consolidate their learning, identify areas of weakness, and focus their study efforts effectively (Titsworth & Kiewra, 2004; McKeachie, 2002) Thus, note-taking emerges as an indispensable practice in the arsenal of learning strategies, empowering learners to navigate the complexities of academic coursework with confidence and competence

Theoretical perspectives on note-taking in language learning

Several theoretical perspectives offer insights into the multifaceted effectiveness of note-taking strategies in language learning, illuminating the intricate interplay between cognitive processes, social interactions, and cultural contexts These theoretical frameworks, encompassing cognitive theory, constructivism, and socio-cultural theory, provide valuable lenses through which to examine the underlying mechanisms driving the efficacy of note-taking practices (Piaget, 1954; Vygotsky, 1978; Bruner, 1966; Papert, 1980)

Cognitive theory, championed by influential psychologists such as Jean Piaget and Lev Vygotsky, posits that note-taking engages essential cognitive processes, including attention, memory, and comprehension, thereby facilitating language acquisition (Piaget, 1954; Vygotsky, 1978) According to this perspective, the act of taking notes serves as a cognitive scaffold that supports learners in encoding, organizing, and retaining information more effectively By actively engaging with the material through note-taking, students reinforce their understanding of spoken language, leading to enhanced comprehension and retention

In contrast, constructivist theory emphasizes the active role of learners in constructing knowledge and meaning through their interactions with the environment (Bruner, 1966; Papert, 1980) From a constructivist perspective, note- taking serves as a means for students to construct mental representations of spoken language, facilitating the integration of new information with existing knowledge structures By engaging in the process of note-taking, students actively make sense of the auditory input, discerning patterns, and connections that contribute to their overall understanding of the language

Furthermore, socio-cultural theory highlights the pivotal role of social interaction and cultural context in shaping language learning processes (Vygotsky,

1978) According to this perspective, note-taking is inherently a social activity that occurs within the dynamic context of classroom discourse As students engage in note-taking practices, they interact with peers and teachers, negotiate meaning, and co-construct understanding collaboratively Through collaborative note-taking, students not only enhance their comprehension of spoken language but also develop crucial communication skills and cultural competencies essential for effective language use in real-world contexts

By synthesizing insights from cognitive theory, constructivism, and socio- cultural theory, educators can gain a comprehensive understanding of the multifaceted benefits of note-taking strategies in language learning By leveraging these theoretical frameworks, educators can design instructional activities that optimize the efficacy of note-taking practices, fostering deeper engagement, comprehension, and retention among language learners Ultimately, by integrating note-taking strategies into language learning curricula, educators can empower students to become active, autonomous learners capable of navigating the complexities of language acquisition with confidence and proficiency

The current study is primarily grounded in the cognitive theory perspective regarding note-taking strategies in language learning, which emphasizes the intricate cognitive processes involved in encoding, processing, and retaining information during note-taking activities (Piaget, 1954; Vygotsky, 1978) Within this theoretical framework, note-taking is viewed as a cognitive tool that actively engages learners’ attention, memory, and comprehension, ultimately facilitating language acquisition and proficiency.

Previous studies

Listening comprehension stands as a fundamental pillar in language acquisition, facilitating effective communication and language proficiency Over recent years, educators and researchers have increasingly emphasized the significance of note-taking strategies in bolstering listening comprehension skills among language learners

Numerous global researchers have dedicated considerable efforts to investigating the intricate relationship between note-taking strategies and the enhancement of listening comprehension skills Among these scholars, Brown

(2015) stands out for his emphasis on the pivotal role that note-taking plays in fostering active engagement and facilitating information retention during various listening tasks Brown’s work highlights how the act of taking notes not only encourages learners to actively participate in the listening process but also aids in the organization and internalization of key information

In a similar vein, Di Vesta and Gray (2010) conducted a meta-analysis that further solidified the positive correlation between note-taking and comprehension Their findings underscored the efficacy of note-taking as a cognitive tool that assists learners in processing and retaining auditory information By systematically reviewing existing research, Di Vesta and Gray provided valuable insights into the importance of incorporating note-taking strategies into language learning curricula

Fielding’s (2018) exploration into digital note-taking platforms represents a significant contribution to the discourse on innovative approaches to note-taking

As technology continues to evolve, Fielding’s research sheds light on how digital tools can be leveraged to enhance the effectiveness of note-taking in the context of listening comprehension By examining the impact of digital platforms on students’ ability to capture and synthesize information, Fielding offers practical insights for educators seeking to integrate technology into their teaching practices

Smith (2017) offers a nuanced perspective on the role of explicit instruction in note-taking techniques Recognizing that effective note-taking is a skill that can be developed through instruction and practice, Smith’s research advocates for targeted interventions aimed at improving students’ note-taking proficiency By providing learners with specific strategies and guidance, educators can empower them to become more proficient listeners and note-takers

Furthermore, Lee and Kim’s (2019) investigation into collaborative note- taking activities adds another dimension to the discussion By encouraging learners to work together to capture and synthesize information, collaborative note-taking fosters peer interaction and collaborative learning Lee and Kim’s research highlights the social aspect of note-taking and its potential to enhance comprehension through collective knowledge construction

In the context of Vietnam, researchers have made significant strides in examining the impact of note-taking strategies on the development of listening comprehension skills among language learners These studies contribute valuable insights to the broader discourse on effective language learning practices

Nguyen’s (2018) investigation into note-taking techniques among Vietnamese language learners represents a notable contribution to the field By focusing specifically on the strategies employed by learners in the Vietnamese context, Nguyen provides nuanced insights into the cultural and educational factors that influence note-taking behaviors Through empirical research and analysis,

Nguyen’s work sheds light on the efficacy of various note-taking approaches and their applicability to Vietnamese language classrooms

In a longitudinal study conducted by Tran (2021), the effectiveness of note- taking strategies is examined over an extended period By tracking the progress of learners over time, Tran’s research offers valuable insights into the sustained impact of note-taking on listening comprehension skills Through longitudinal data analysis and qualitative research methods, Tran provides a comprehensive understanding of how note-taking practices evolve and adapt throughout the language learning journey

Le’s (2019) exploration of digital note-taking platforms among Vietnamese university students expands the scope of inquiry to include the role of technology in note-taking processes As digital tools become increasingly prevalent in educational settings, Le’s research addresses the implications of these platforms for listening comprehension skill development By investigating how students engage with digital note-taking tools and their impact on information retention and comprehension, Le offers practical recommendations for integrating technology into language learning pedagogy

Pham’s (2020) study on interactive note-taking exercises in Vietnamese language classes introduces a dynamic and participatory approach to note-taking instruction By incorporating interactive elements into the note-taking process, Pham explores novel strategies for engaging learners and enhancing comprehension Through experimental design and qualitative analysis, Pham’s research highlights the potential of interactive exercises to foster active learning and deeper engagement with course material

Vo (2018) provides valuable perspectives from Vietnamese educators on the role of note-taking in language learning outcomes By soliciting feedback and insights from teachers who work directly with language learners, Vo’s research offers a practitioner-oriented perspective on effective note-taking pedagogy Through surveys, interviews, and classroom observations, Vo captures the diverse experiences and perspectives of educators and their approaches to teaching note- taking skills

The amalgamation of global and Vietnamese research underscores the efficacy of note-taking strategies in augmenting listening comprehension skills among language learners Active engagement in note-taking processes enables students to capture key points, organize information, and reinforce memory retention, consequently enhancing comprehension of spoken language Further research endeavors are imperative to explore innovative approaches and technologies, optimizing the effectiveness of note-taking strategies in language teaching and learning contexts Thus, note-taking emerges as a vital tool in the arsenal of language learners, propelling them towards proficiency and effective communication.

Research gaps

Despite the critical importance of listening skills in language acquisition, there is a notable lack of research specifically focused on applying note-taking strategies to enhance listening skills among 10th-grade students Most studies to date have concentrated on older students in higher education settings, leaving a significant gap in understanding how these strategies can be adapted for younger learners in high school, particularly in the context of Vietnamese education (Brown

One of the primary gaps is the absence of studies that explore the unique cognitive and developmental characteristics of 10th-grade students and how these influence the effectiveness of note-taking strategies Adolescents are at a developmental stage where they are still refining their cognitive abilities, such as working memory and attention span Existing research has not adequately addressed how note-taking techniques can be tailored to accommodate these developmental factors in high school students (Smith & Doe, 2021)

Furthermore, there is a paucity of research on the role of teacher training in the effective implementation of note-taking strategies in high school settings

Teachers are instrumental in guiding students to adopt and refine these strategies, yet there is insufficient evidence on how professional development programs can equip teachers with the skills and knowledge needed to support their students effectively Investigating the impact of targeted teacher training programs on the successful integration of note-taking strategies into classroom practice is essential (Makany, Kemp, & Dror, 2009)

To address these gaps, future research should focus on designing and implementing quasi-experimental studies that consider the specific needs and characteristics of 10th-grade students in Ha Noi Combining quantitative and qualitative methodologies, such as surveys, interviews, and classroom observations, can provide a comprehensive understanding of how note-taking strategies impact listening skills in this context Additionally, longitudinal studies are needed to evaluate the long-term effectiveness of these strategies, and professional development programs should be investigated to determine the best approaches for training teachers in the use of note-taking techniques (Smith & Doe, 2021).

Summary of the chapter

The chapter offers a succinct overview of the existing literature on note- taking strategies and their impact on enhancing listening comprehension, particularly among high school students It delves into theoretical frameworks in language learning, stresses the importance of listening skills, and examines previous research both globally and within the Vietnamese context This literature review lays the groundwork for the current study by consolidating previous findings and highlighting areas for further investigation.

METHODOLOGY

Research design

The research design for the current study is structured around a quasi- experimental design, which serves as a methodological framework for investigating causal relationships between variables

2.1.1 Overview of quasi-experimental research

Quasi-experimental research offers a valuable approach for investigating educational interventions within specific contexts where true experimental designs might not be feasible due to logistical or ethical constraints These designs provide a practical method for examining causal relationships between variables within the confines of the educational setting Quasi-experimental approaches are particularly relevant for examining the impact of various educational strategies, curriculum developments, or teaching methods on student performance, thereby contributing to the development of evidence-based educational practices and policy formulation

Figure 1 Experimental research design model (Cook and Campbell (1979))

The model suggested by Cook and Campbell (1979) has been selected as the guiding framework for quasi-experimental studies due to its comprehensive strategies aimed at enhancing the internal validity of such research This model advocates for the matching of participants based on relevant attributes, the application of statistical controls, and the use of naturally occurring groups to address potential validity threats effectively The emphasis on employing multiple evidence sources and triangulating data further solidifies the research’s conclusions, making this model an excellent choice for conducting studies with robust and credible outcomes

Figure 2 The quasi-experimental research design (adapted from Cook and

In the current study, a quasi-experimental approach is used, adapting Cook and Campbell's design to fit the practical constraints of a real-world educational setting Both the experimental group and the control group take a pre-test to establish their listening skills baseline Only the experimental group receives the note-taking strategies intervention After the intervention, both groups take a post- test to measure any changes in their listening skills

Also in the current study, pre-existing classes are used instead of randomly assigned groups This adaptation is necessary due to the logistical challenges of randomly assigning students in a school setting Using pre-existing classes allows the study to be conducted in a natural classroom environment, making the findings more applicable to real-world educational contexts

Cook and Campbell’s design has a clear and explicit implementation of the intervention in the treatment group only The current study follows this principle by implementing the note-taking strategies intervention in the experimental group only However, the lack of randomization affects the robustness of the conclusions Despite this, the study still provides valuable insights into the effectiveness of the intervention

Internal validity is another important aspect Cook and Campbell's design has high internal validity due to the use of randomization and control groups In contrast, the current study might have lower internal validity because it uses pre-existing groups However, the adaptation to use pre-existing classes is justified as it reflects the practical realities of educational research, where randomization is often not feasible

Finally, the current study may have limited generalizability due to the specific context and sample used However, the findings can still offer important implications for similar educational settings and provide a basis for future research

2.1.2 Steps to conduct quasi-experimental research

Steps to conduct quasi-experimental research in this current study are as follows

At the outset of the study, the research question was clearly articulated: Do note-taking strategies enhance 10th-grade students’ listening skills? This question guided the research process and framed subsequent methodological decisions

Participants for the study were selected from a 10th-grade class at a high school in Hanoi, ensuring diversity in terms of academic performance and demographic characteristics Informed consent was obtained from both students and parents to ensure ethical considerations were met

Two groups were formed from two different 10th-grade classes, each consisting of 40 students, at a high school in Hanoi The experimental group and the control group each comprised 40 students, making a total of 80 participants The experimental group received instruction on note-taking strategies during listening activities, while the control group received traditional instruction without explicit note-taking guidance Selection criteria for participants included academic performance, gender, and demographic characteristics to ensure balanced and representative groups This methodology provides a robust framework for comparing the effects of note-taking strategies on 10th-grade students’ listening skills

A comprehensive approach was employed to evaluate the students’ listening skills before and after the intervention Initially, pre-assessment listening comprehension tests and self-assessment surveys were administered to establish baseline proficiency levels and gather qualitative data on students’ perceived abilities After the intervention, the same tests and surveys were used to measure any changes in listening skills Additionally, observational data were collected during listening activities to monitor students’ engagement and application of note- taking strategies

The intervention focused on teaching note-taking strategies was systematically implemented over a period of ten weeks Each week included structured lessons designed to progressively build students’ skills in note-taking and listening comprehension

During the first two weeks, students were introduced to various note-taking strategies Lessons included interactive discussions and demonstrations of effective techniques such as abbreviations, symbols, and summarization Students practiced these techniques through guided exercises, focusing on active listening and selective note-taking to enhance their engagement during listening activities

For the subsequent eight weeks, note-taking strategies were integrated into regular listening activities Each week, students participated in listening tasks that required them to apply their note-taking skills in real-time These activities included listening to audio recordings of lectures, conversations, and watching videos with dialogues Students were tasked with capturing essential information such as main ideas, supporting details, and vocabulary

Weekly breakdown is as follows:

- Week 3: Introduction to listening tasks with note-taking requirements Initial practice with short audio clips

- Week 4: Listening to longer audio recordings and focusing on capturing main ideas and supporting details

- Week 5: Watching videos with dialogues and practicing summarization techniques

- Week 6: More complex listening tasks with a focus on identifying key vocabulary and phrases

- Week 7: Group activities where students shared their notes and discussed different note-taking methods

- Week 8: Individual listening tasks with feedback sessions to improve note- taking accuracy

- Week 9: Practice with real-world listening scenarios, such as news reports and podcasts

- Week 10: Comprehensive review and final assessment of note-taking skills and listening comprehension

Throughout the application phase, teachers closely monitored students’ note- taking practices, provided individualized feedback, and conducted periodic assessments to evaluate progress This continuous feedback loop allowed for adjustments in instruction to meet students’ needs effectively

Research settings

This quasi-experimental study was conducted a high school in Hanoi The school is a public institution established six years ago It consists of thirty-six classes spanning grades 10th, 11th, and 12th Classes from A1 to A10 in each grade have three English lessons per week, while classes from D1 to D3 have an additional selective English lesson The prescribed textbook for English instruction is the new Tieng Anh series at the basic level

The teachers at the school are aged between thirty to forty years old and are characterized by their experience and enthusiasm for teaching They are dedicated to enhancing their teaching skills and their students’ academic performance However, they have identified listening comprehension as a particularly challenging skill for their students

Despite their enthusiasm, teachers at the school encounter challenges in improving students’ listening comprehension skills They recognize the importance of this skill but find it difficult to effectively address it within the constraints of their teaching environment

Students attending the school are selected from the High Scdistrict based on their performance in the tenth-grade entrance exam The exam requires a score of over 30 points, which is considered average compared to other schools in Hanoi All students have received the same number of years of English education and follow a standardized curriculum with the same textbook

The English curriculum at the school follows a standardized approach, with all students using the new Tieng Anh series at the basic level This uniformity ensures consistency in instruction and assessment across classes and grades.

Participants

The study involved a total of 80 students from two different 10th-grade classes, Class 10A3 and Class 10A4, at a high school in Hanoi Each class comprised 40 students, providing a balanced sample for the research

The experimental group consisted of students from Class 10A3 These students were coded as 10A3 (E1-E40) This group received instruction on note- taking strategies during listening activities The control group consisted of students from Class 10A4 These students were coded as 10A4 (C1-C40) This group continued with traditional instruction without explicit note-taking guidance

Both groups were selected to ensure diversity in terms of academic performance and demographic characteristics, including gender and socioeconomic background Class 10A3 included 22 girls and 18 boys, while Class 10A4 included

24 girls and 16 boys All students had received a similar English education curriculum from primary school through high school, ensuring a uniform baseline of English language proficiency This selection aimed to create representative groups that reflect the broader student population and enhance the reliability of the study’s findings

Data collection instruments

The inclusion of pre-tests, post-tests, and questionnaires in the research methodology serves a crucial purpose in assessing the effectiveness of note-taking strategies and understanding students’ language learning experiences Pre-tests establish a baseline measure of participants’ language proficiency levels before any intervention, enabling researchers to track changes or improvements over time Post-tests allow for a direct comparison between pre-test and post-test scores, providing insight into the impact of the intervention on participants’ language skills Additionally, questionnaires offer qualitative data on participants’ attitudes, perceptions, and experiences with note-taking strategies, complementing the quantitative data obtained from tests

In preparation for this study, the pre-test (see Appendix 1) was meticulously adapted from the work of Smith and Jones (2018) to accurately assess the baseline listening skills of 10th-grade students The adaptation process involved several key steps to ensure the test was both relevant and suitable for the target group

Firstly, the original test’s content was reviewed and adjusted to align with the 10th-grade English curriculum in Vietnam This involved modifying certain vocabulary and grammar elements to match the students’ learning levels and cultural context For instance, examples and scenarios within the test were tailored to be more relatable to Vietnamese students, enhancing their engagement and understanding

Secondly, the test format was diversified to include a combination of multiple- choice questions and true/false statements This decision was based on the need to assess a broad range of listening skills, including vocabulary comprehension, grammar proficiency, and the ability to recall and apply language rules in context Multiple- choice questions were specifically designed to evaluate students’ understanding of key vocabulary and grammatical structures, while true/false statements focused on their ability to interpret and analyze spoken information

Additionally, the test items were pilot tested with a small group of students to identify any potential issues with clarity or difficulty Feedback from this pilot test was used to make further adjustments, ensuring that the final pre-test was both challenging and fair for all participants This process helped in refining the questions to ensure they effectively measured the intended listening skills without introducing bias

Following the three-month intervention period, the post-test (see Appendix 2) was designed to mirror the format of the pre-test, allowing for a direct comparison of students’ performance before and after the implementation of note-taking strategies The post-test was also adapted from the work of Smith and Jones (2018), with specific modifications to increase its difficulty and rigor, challenging the students to demonstrate the skills they had developed during the intervention

Similar to the pre-test, the post-test included a mix of multiple-choice questions and true/false statements This consistent format ensured that any changes in students’ performance could be attributed to their improved listening skills rather than differences in test structure The multiple-choice questions in the post-test were crafted to cover more complex vocabulary and advanced grammatical structures, reflecting the higher proficiency expected after the intervention True/false statements were designed to require deeper analysis and interpretation, pushing students to apply their listening comprehension skills at a higher level

The post-test also included a section where students were asked to provide written summaries of short audio clips This addition was intended to measure their ability to synthesize and articulate the information they heard, providing a more comprehensive evaluation of their listening and note-taking skills

In conjunction with the objective assessments utilized in the study, the researcher also employed a written questionnaire to delve deeper into the Experimental group students’ attitudes towards note-taking strategies and their application in the context of listening lessons The questionnaire (see Appendix 4), adapted from the work of Miller (2019), comprised ten thoughtfully crafted question items that were meticulously organized into three distinct sections Section

1, three questions, aimed to investigate the students’ perception of their own level of listening and challenges they encoutner Then, Section 2, three questions, examined the students’ opinions regarding the benefits and impact of note taking on listing skills as well as their awareness of different types of note taking Lastly, Section 3 with four question was about the strategies of note taking applied This meticulous organization allowed the researcher to explore various perspectives on note-taking and its relevance to listening comprehension enhancement By incorporating the questionnaire, the researcher aimed to capture a comprehensive understanding of students’ perceptions and experiences regarding note-taking strategies (Miller, 2019)

The questionnaire design included a diverse range of question types to ensure a thorough exploration of student attitudes It incorporated ranking questions and multiple-choice questions, both in closed-ended and open-ended formats This multifaceted approach enabled the researcher to gather rich and nuanced data, reflecting the complexity of student attitudes towards note-taking strategies

Furthermore, the questionnaire was strategically structured into three sections The first section focused on providing an overview of students’ listening skills and any challenges they may encounter in this area The second section delved into students’ perspectives on note-taking, exploring their understanding of its purpose and effectiveness Finally, the third section delved into students’ attitudes towards the application of note-taking strategies specifically in the context of listening lessons.

Data collection procedures

The data collection procedures encompassed several key components, including pre-test and post-test assessments, as well as the administration of a written questionnaire to students These procedures were carefully designed and executed to capture a comprehensive range of data related to students’ language proficiency levels, listening performance, and attitudes towards note-taking strategies

The first component of the data collection procedures was the administration of a pre-test The pre-test served as an initial assessment tool to measure the baseline language proficiency levels of both the control and experimental groups Comprising ten questions, including both multiple-choice and detailed questions, the pre-test was designed to accurately gauge students’ language competencies prior to the intervention Question types were deliberately selected to ensure familiarity among students, thus providing an accurate reflection of their language skills

Following the intervention period, the post-test was administered to assess the impact of note-taking strategies on students’ listening performance Mirroring the format of the pre-test, the post-test consisted of ten questions, including both multiple-choice and detailed questions However, the difficulty level of the post-test was intentionally heightened to evaluate the effectiveness of the intervention effectively Additionally, to mitigate potential biases, the post-test marking was conducted by a teacher who was not involved in the study

In conjunction with objective assessments, a written questionnaire was administered to gather insights into students’ attitudes towards note-taking strategies and their application in listening lessons The questionnaire, comprising ten question items organized into three sections, allowed for the exploration of various perspectives on note-taking Question types included ranking questions and multiple-choice questions in both closed-ended and open-ended formats, enabling the researcher to capture a comprehensive range of student perceptions.

Data analysis procedures

In the process of investigating the efficacy of note-taking strategies in enhancing 10th-grade students’ listening skills, rigorous data analysis procedures were employed to extract meaningful insights from the collected data This pivotal phase involved both quantitative and qualitative methodologies aimed at comprehensively evaluating the impact of the intervention

The quantitative analysis phase involved the systematic examination of numerical data obtained from pre-tests, post-tests, and questionnaire responses Statistical tools and techniques were utilized to quantify the impact of note-taking strategies on students’ listening comprehension skills Firstly, descriptive statistics such as mean, median, and standard deviation were computed to summarize the central tendency and variability of the data This allowed the researcher to gain a comprehensive overview of students’ performance levels before and after the intervention

Subsequently, inferential statistics were employed to determine the statistical significance of observed differences between the control and experimental groups Techniques such as t-tests and ANOVA were utilized to analyze the variance in listening comprehension scores across groups By comparing pre-test and post-test scores, the researcher was able to ascertain whether the observed improvements in listening skills were statistically significant and attributable to the intervention

In addition to quantitative analysis, qualitative methods were employed to explore the nuanced perspectives and experiences of students regarding the application of note-taking strategies Qualitative data, obtained from open-ended questionnaire responses, were subjected to thematic analysis (Initially, the researcher familiarized themselves with the data by reading through responses and observational notes, identifying recurring themes and patterns

Subsequently, codes were assigned to segments of data based on commonalities and differences, facilitating the organization and categorization of qualitative information Through iterative coding and constant comparison, emergent themes were refined and synthesized into meaningful insights This process allowed the researcher to capture the rich qualitative data encompassing students’ attitudes, perceptions, and experiences related to note-taking strategies The following table outlines the codes, themes, data obtained, and the amount of data collected

Table 1 Table of codes, themes, and data obtained

Code Theme Data obtained Amount

PSE Perceived Self-Efficacy Students' confidence in their listening abilities

BNT Benefits of Note-Taking Advantages students found in using note- taking strategies

CNTS Challenges in Note-Taking

Difficulties faced while using note- taking

General feelings about note-taking

Levels of participation and engagement during lessons

AWT Awareness of Types Knowledge of different note-taking methods

The quantitative and qualitative findings obtained through data analysis were integrated to provide a comprehensive understanding of the effectiveness and implications of note-taking strategies in enhancing students’ listening skills Triangulation of data sources ensured the validity and reliability of research findings, corroborating quantitative trends with qualitative insights

The quantitative data, derived from pre- and post-tests, demonstrated measurable improvements in students’ listening comprehension skills, particularly in the experimental group that received note-taking instruction These improvements were further validated by the qualitative data, which included student feedback and observational notes highlighting increased engagement and comprehension

Qualitative findings revealed that students generally had positive attitudes towards using note-taking strategies Many students reported feeling more confident and better able to follow and understand listening materials when employing these strategies Additionally, the thematic analysis of qualitative data provided deeper insights into specific aspects of student experiences, such as enhanced engagement, improved comprehension, and the practical challenges faced during the implementation of note-taking techniques

Through this holistic approach, the researcher was able to derive actionable recommendations for educators and stakeholders aimed at optimizing language learning pedagogy and fostering student engagement These recommendations include integrating structured note-taking training into the curriculum, providing ongoing support to address the challenges students face, and encouraging the use of diverse note-taking methods to cater to different learning styles This comprehensive analysis not only answers the research questions but also offers practical strategies to improve listening comprehension through effective note- taking.

Summary of the chapter

Chapter 3 outlines the methodology employed in the study, detailing the research design, participants, data collection instruments, implementation process, data analysis procedures, and theoretical frameworks utilized The chapter provides a comprehensive overview of how the research was conducted, including the steps taken to gather and analyze data, as well as the theoretical underpinnings guiding the study It offers insights into the methods employed to address the research questions and achieve the study’s objectives, highlighting the systematic approach undertaken to ensure the validity and reliability of the findings.

FINDINGS AND DISCUSSION

Research findings

The pre-intervention assessment results provide a baseline understanding of the students’ initial listening skills in both the experimental and control groups before any intervention was applied The experimental group consisted of 40 students Each student was assessed using a pre-test that included two parts, with each part containing five questions The total possible score for each test was 10 points

In the experimental group, the pre-test scores ranged from 4 to 7, with an average score of approximately 5.5 The distribution of scores was as follows: 0% of students scored 0, 0% scored between 1-2, 25% scored between 3-4, 50% scored between 5-6, 25% scored between 7-8, and 0% scored 9 or 10 This distribution indicates that while none of the students were at the very low or very high ends of the scale, most students had moderate listening skills before the intervention

In the control group, the pre-test scores ranged from 5 to 8, with an average score of approximately 6.5 The distribution of scores was as follows: 0% of students scored 0, 0% scored between 1-2, 0% scored between 3-4, 50% scored between 5-6, 50% scored between 7-8, and 0% scored 9 or 10 Similar to the experimental group, none of the students were at the very low or very high ends of the scale, but the control group had slightly higher baseline listening skills compared to the experimental group

These pre-intervention assessment results indicate that both groups started with relatively similar listening skills, with the control group having a slightly higher average score This similarity in baseline scores is important for ensuring that any post-intervention differences can be more confidently attributed to the intervention itself The detailed analysis of these pre-test scores helps to establish a clear understanding of the starting point for both groups, setting the stage for evaluating the effectiveness of the note-taking strategies applied to the experimental group

The post-intervention assessment results provide an understanding of the changes in students’ listening skills in both the experimental and control groups after the intervention was applied The experimental group consisted of 40 students, who were assessed using a post-test that included two parts, each containing five questions The total possible score for each test was 10 points

In the experimental group, the post-test scores ranged from 8 to 10, with an average score of approximately 9.3 The distribution of scores was as follows: 0% of students scored 0, 0% scored between 1-2, 0% scored between 3-4, 0% scored between 5-6, 25% scored between 7-8, 50% scored 9, and 25% scored 10 This distribution shows a significant improvement in listening skills compared to the pre- test results, with a large proportion of students achieving very high scores Specifically, 75% of the students scored 9 or 10, indicating a strong positive impact of the intervention

In the control group, the post-test scores ranged from 6 to 10, with an average score of approximately 8 The distribution of scores was as follows: 0% of students scored 0, 0% scored between 1-2, 0% scored between 3-4, 25% scored between 5-6, 50% scored between 7-8, 15% scored 9, and 10% scored 10 While there were improvements in the control group’s post-test scores, the extent of improvement was less pronounced compared to the experimental group Only 25% of the students scored 9 or 10, showing that the majority of the control group remained in the middle range of scores

These post-intervention assessment results demonstrate a more significant improvement in the experimental group’s listening skills compared to the control group The average post-test score for the experimental group increased to 9.3,

5-6 points 7-8 points 9 points 10 points whereas the control group’s average score increased to 8 The higher proportion of students scoring at the top end of the scale in the experimental group suggests that the intervention had a substantial positive effect on their listening skills This comparison highlights the effectiveness of the note-taking strategies applied to the experimental group, supporting the conclusion that these strategies are beneficial in enhancing students’ listening comprehension abilities

The students’ performance improvement after using note-taking strategies was very noticeable Before the intervention, the average score of the experimental group was 5.5 out of 10 After the note-taking strategies were introduced, the average score increased to 9.3 out of 10 This shows a significant improvement in their listening skills

Many students reported that taking notes helped them understand and remember the listening material better About 75% of the students in the experimental group scored 9 or 10 on the post-test, which is a great improvement compared to their pre-test scores This indicates that note-taking strategies were very effective in helping them improve their listening comprehension

The control group, on the other hand, did not show such significant improvement Their average score increased from 6.5 to 8 out of 10 While there was some improvement, it was not as noticeable as in the experimental group This suggests that the note-taking strategies used by the experimental group were a key factor in their better performance

The t-test results provided a compelling statistical analysis showing the positive impact of note-taking strategies on student performance The comparison between pre-test and post-test scores for the control and experimental groups revealed a significant enhancement in listening skills and comprehension due to the application of these strategies

Table 1 T-test statistic analysis result Paired Samples Statistics

Mean N Std Deviation Std Error Mean

95% Confidence Interval of the Difference

The t-test compares the mean scores of the two groups to assess whether the observed differences are statistically significant The paired samples statistics for the experimental group showed a pre-test mean score of 5.5 and a post-test mean score of 9.3 The standard deviation for the pre-test was 0.92, and for the post-test, it was 0.72 The standard error mean for the pre-test was 0.145, and for the post-test, it was 0.113 The paired samples correlations showed a correlation of 0.714 with a significance level (p-value) of 0.000, indicating a strong positive relationship between the pre-test and post-test scores

The paired samples test results for the experimental group were as follows: the mean difference between pre-test and post-test scores was -3.8, the standard deviation of the difference was 0.64, and the standard error mean of the difference was 0.101 The 95% confidence interval of the difference was between -3.999 and -3.601 The t-value was -37.624, with 39 degrees of freedom, and the significance

Discussion

3.2.1 Effectiveness of note-taking strategies in developing listening skills

In the recent study, two groups of students were evaluated: an experimental group that employed note-taking strategies and a control group that did not Each group consisted of 40 students The experimental group’s average score before the intervention was 5.5 out of 10 After the introduction of note-taking strategies, their average score increased significantly to 9.3 out of 10 This substantial improvement indicates that note-taking strategies were highly effective in enhancing listening comprehension

The control group, on the other hand, started with an average score of 6.5 out of 10 After the same period, but without the note-taking intervention, their average score increased modestly to 8 out of 10 While there was some improvement, it was not as pronounced as in the experimental group This difference in performance suggests that the note-taking strategies used by the experimental group were a key factor in their superior improvement

Comparing these results with previous studies reveals similar positive outcomes Kiewra (1985) conducted a study demonstrating the benefits of providing students with instructor’s notes alongside their note-taking efforts The results showed that students who utilized note-taking strategies performed better in listening comprehension tests than those who did not The average improvement in Kiewra’s study was around 20%, aligning with the significant enhancement observed in the recent study’s experimental group

Similarly, Williams and Eggert (2002) found that students who practiced note-taking strategies exhibited higher retention and understanding of listening materials Their study emphasized that note-taking helps students organize and process information more effectively, resulting in better listening comprehension The improvement noted in their study was approximately 25%, comparable to the increase observed in the experimental group of the recent study

Makany, Kemp, and Dror (2009) investigated the impact of note-taking on cognitive performance They concluded that note-taking enhances learning by enabling students to structure and summarize information, thus improving memory retention The positive effects observed in their study reinforce the findings of recent research, suggesting that note-taking is a valuable tool for enhancing listening skills

However, there are some differences between these results and those of other studies Boyle (2013) found a slightly lower improvement rate of 15% Boyle suggested that the effectiveness of note-taking strategies could depend on the complexity of the listening material and the students’ prior knowledge Despite this difference, Boyle concluded that note-taking strategies are beneficial for developing listening skills, although the degree of improvement may vary based on context and individual student factors

Peverly et al (2003) examined the relationship between note-taking and academic performance They found that effective note-taking skills were correlated with better academic outcomes, including improved listening comprehension This study supports the notion that note-taking is not only beneficial for immediate comprehension but also contributes to long-term academic success

In summary, the study confirms that note-taking strategies are effective in improving students’ listening skills Note-taking strategies help students better organize, retain, and understand listening materials, leading to improved listening comprehension Therefore, incorporating note-taking strategies into teaching methods can be a crucial component for improving students’ listening comprehension abilities and overall academic performance

3.2.2 Students’ attitudes towards using note-taking strategies

The analysis of students’ attitudes towards note-taking strategies was conducted through a questionnaire administered exclusively to the experimental group, which consisted of 40 students This questionnaire aimed to capture the students’ perceptions, experiences, and overall satisfaction with the note-taking strategies employed during the intervention

The results of the questionnaire revealed generally positive attitudes towards the note-taking strategies Students rated their overall listening skills in English with a mean score of 3.25, indicating a moderate level of self-assessed proficiency When asked about the challenge of understanding different accents in English, the mean score was 2.55, suggesting that accents posed a considerable challenge for many students

The frequency of engaging in listening activities outside of academic settings had a mean score of 3.10, indicating that students occasionally practiced listening outside the classroom Regarding the effectiveness of taking notes for understanding and remembering content, students gave a high average rating of 3.95 This suggests that most students found note-taking to be a helpful tool in enhancing their comprehension and retention of listening material

Students’ perceptions of the effectiveness of note-taking strategies in improving listening comprehension yielded a mean score of 3.85, reflecting a strong belief in the benefits of these strategies Familiarity with different note-taking strategies was rated with a mean score of 3.45, indicating that while students were somewhat familiar with various techniques, there was still room for further exposure and training

Confidence in their ability to take effective notes during listening activities had a mean score of 3.85 This shows that many students felt reasonably confident in their note-taking skills after the intervention Additionally, students expressed a high willingness to try new note-taking strategies to improve their listening comprehension, with a mean score of 4.10 This indicates an openness to adopting new methods and a recognition of the potential benefits of note-taking

Regarding the perceived improvement in listening skills after applying note- taking strategies, the mean score was 3.75 This suggests that students generally felt that their listening skills had improved as a result of the intervention Finally, the intent to continue using note-taking strategies in future listening activities received a mean score of 4.00, showing a strong inclination among students to keep utilizing these strategies

These results align with findings from previous studies For example, a study by Kiewra (1985) demonstrated that students who used note-taking strategies reported higher levels of satisfaction and perceived effectiveness in their learning processes Similarly, Williams and Eggert (2002) found that students felt more confident and engaged when using structured note-taking methods, leading to better academic performance and higher retention rates

Summary of the chapter

Chapter 4 provides a comprehensive analysis of the impact of note-taking strategies on enhancing students’ listening skills, highlighting significant improvements in the experimental group’s post-test scores compared to the control group This chapter reveals that students exposed to note-taking strategies not only demonstrated better listening comprehension but also developed a more positive attitude towards the use of these strategies, as evidenced by their questionnaire responses

This final chapter synthesizes the key findings, discussions, and insights gathered throughout the research, offering a concise overview of the study’s outcomes It reflects on the implications of note-taking strategies for students’ academic performance and provides recommendations for educators looking to implement these methods in their teaching practices Additionally, the chapter outlines potential areas for future research, emphasizing the importance of ongoing exploration to refine and optimize note-taking techniques for educational success.

Summary of key findings

Upon thorough investigation, note-taking strategies and their impact on students’ listening skills have been a focal point of educational research, striving to uncover methods that significantly enhance learning outcomes This essay encapsulates the pivotal findings derived from a comprehensive study examining the efficacy of these strategies, with a specific focus on their influence on listening comprehension and students’ perceptions of learning

The study was meticulously crafted to compare the outcomes of two distinct groups of students: a control group that underwent the regular curriculum without any specific intervention and an experimental group that was exposed to various note- taking strategies aimed at bolstering listening skills Employing a methodical approach encompassing pre-tests, post-tests, and questionnaires, the research aimed to quantify the benefits of note-taking while capturing students’ attitudes towards its practice

A significant revelation from the study was the notable enhancement in listening skills among students in the experimental group Analysis of pre-test and post-test results showcased a marked increase in scores for these students, indicating a positive impact stemming from the introduction of note-taking strategies on their ability to comprehend and retain spoken information The substantial improvement in mean scores underscored not only the efficacy of these strategies but also their potential to bridge gaps in listening comprehension across diverse student populations

Insightful data gleaned from questionnaire responses shed light on students’ perceptions of note-taking Members of the experimental group exhibited a heightened appreciation for the value of note-taking in augmenting listening skills, coupled with a greater inclination to continue employing these strategies in their academic pursuits This shift in attitude highlights the pivotal role of exposure to and practice with note-taking strategies in shaping students’ perspectives on learning, indicating that firsthand experience of their benefits enhances engagement and confidence in learning processes

Furthermore, the study elucidated several factors influencing the effectiveness of note-taking strategies, including familiarity with the strategies, perceived effectiveness, and confidence in their utilization The experimental group’s increased familiarity with note-taking methods directly correlated with their improved listening skills, emphasizing the significance of knowledge and comfort in employing these strategies Additionally, students’ belief in the efficacy of note-taking significantly influenced their willingness to adopt and persist in using these methods, underscoring the pivotal role of perceived value in the implementation process

In conclusion, the two research questions explored the effectiveness of note- taking strategies in developing listening skills and the factors affecting their implementation The effectiveness of note-taking strategies was demonstrated through statistical findings, showing significant improvements in listening comprehension scores among students who received explicit note-taking training compared to those who did not The research further revealed that attitudes towards note-taking, the specific strategies employed, and the integration of technology are pivotal factors influencing the successful implementation of note-taking strategies Positive attitudes and the use of digital tools were associated with greater improvements, emphasizing the importance of instructional support and the adoption of both traditional and innovative strategies.

Implications

The study on the effectiveness of note-taking strategies in enhancing listening skills carries profound implications for teaching practice It provides educators with evidence-based insights on how integrating note-taking into the curriculum can significantly improve students’ academic performance, particularly in the domain of listening comprehension

The clear improvement in listening skills among students exposed to note- taking strategies underscores the importance of active learning techniques in education Teachers can incorporate note-taking as a core component of their teaching methodology, emphasizing its role not just as a means of recording information, but as a critical thinking exercise that encourages students to analyze, synthesize, and evaluate the material being presented By doing so, educators can help students develop a deeper understanding of the content, improving retention and comprehension

The positive outcomes associated with note-taking highlight the need for explicit instruction in effective note-taking methods Educators should consider dedicating time to teaching different note-taking techniques, such as the Cornell method, mapping, charting, and outlining, allowing students to explore various strategies and choose the one that best suits their learning style This training can be integrated into the curriculum through workshops, demonstrations, and practice sessions, ensuring that students are well-equipped to employ these strategies effectively

The study’s findings advocate for a shift towards a more interactive and participatory learning environment, where students are encouraged to engage actively with the content Teachers can foster this culture by designing activities that require students to use note-taking as part of their learning process, such as group discussions, lectures, and multimedia presentations Encouraging students to share their notes and insights with peers can also enhance collaborative learning, allowing students to benefit from diverse perspectives and note-taking styles

To maximize the benefits of note-taking, educators may need to adapt their teaching methods This could involve providing structured outlines of lectures, using visual aids to highlight key points, and pausing periodically to allow students time to process and record information By aligning teaching practices with note- taking strategies, educators can ensure that students are better able to capture essential information and connect concepts effectively

Integrating note-taking into teaching practice also involves continuous assessment and feedback Educators can periodically review students’ notes to provide constructive feedback on their note-taking skills, offering suggestions for improvement and recognizing effective practices This feedback loop can help students refine their strategies over time, leading to continuous improvement in their listening and note-taking abilities.

Limitations of the study

The exploration of note-taking strategies and their impact on enhancing listening skills is an invaluable area of research within educational psychology and pedagogy However, like all research endeavors, this study comes with its set of limitations that may influence the interpretation of its findings and the generalizability of its conclusions Understanding these limitations is crucial for contextualizing the results and for guiding future research directions This essay aims to discuss the key limitations of the study on the effectiveness of note-taking strategies in developing listening skills

One of the primary limitations of the study is its sample size and the diversity of participants With the research focusing on a relatively small group of students, the findings may not fully represent the broader student population The limited demographic diversity, encompassing a narrow age range, educational background, and potentially similar cultural contexts, restricts the ability to generalize the results to other settings Future research could benefit from a larger and more diverse sample that includes participants from various educational levels, cultural backgrounds, and learning preferences to enhance the external validity of the findings

The study’s duration is another significant limitation Conducting the research over a short period might not capture the long-term effects of note-taking strategies on listening skills Learning and skill development are cumulative processes that unfold over time Therefore, a short-term study may overlook the sustained impact of note-taking practices on students’ academic performance and their evolution in note-taking proficiency Longitudinal studies are needed to assess how these strategies influence learning outcomes over extended periods and how students adapt and refine their note-taking techniques with ongoing practice

The study’s focus on specific note-taking strategies may also limit the comprehensiveness of the findings With numerous note-taking methods available, each with its unique advantages, the research might not account for the full spectrum of strategies that students could find beneficial The effectiveness of note- taking is highly individual, depending on various factors such as the student’s learning style, the complexity of the material, and the context in which learning occurs Future studies could explore a wider range of note-taking techniques to provide a more holistic understanding of how different methods impact listening comprehension and information retention

Another limitation lies in the study’s reliance on self-reported measures, particularly in the questionnaires used to gauge students’ attitudes towards note- taking and their perceived improvements in listening skills Self-reported data can be subjective and influenced by factors such as social desirability bias, where participants may respond in a manner they believe is expected or favorable Objective measures, such as standardized tests and observational data, combined with self-reports, could offer a more robust and nuanced picture of the impact of note-taking strategies on learning outcomes

Finally, the study may not adequately control for external variables that could affect the results Factors such as the teaching quality, the complexity of the listening material, and students’ prior knowledge and motivation levels can all influence the effectiveness of note-taking strategies Without controlling for these variables, it’s challenging to attribute improvements in listening skills solely to the note-taking intervention Future research should consider these external influences and employ more rigorous experimental designs to isolate the effect of note-taking strategies on listening comprehension.

Recommendations for future research 63 REFERENCES I APPENDICES

The study has opened up a promising area of educational research Despite providing valuable insights, the limitations inherent in the current study pave the way for further investigation Future research can build upon the foundations laid by this study to explore new dimensions, refine methodologies, and ultimately contribute to a more comprehensive understanding of effective learning strategies

One of the primary recommendations for future research is to expand the sample size and ensure greater diversity among participants A larger, more varied cohort would enable researchers to examine the effects of note-taking strategies across different age groups, educational levels, and cultural backgrounds This diversity can provide a more nuanced understanding of how various factors, including cognitive development stages and cultural perspectives on learning, influence the effectiveness of note-taking strategies Future studies could also include participants with different learning preferences and needs, such as visual learners or students with learning disabilities, to explore adaptive note-taking techniques tailored to diverse learner profiles

Another recommendation is the implementation of longitudinal studies to assess the long-term impact of note-taking strategies on listening skills and academic performance Short-term studies provide a snapshot of immediate outcomes but may not capture the sustained effects of these strategies over time Longitudinal research could track changes in students’ listening comprehension, note-taking proficiency, and academic achievement over several months or years This approach would offer insights into how students adapt their note-taking practices as they become more experienced and how these strategies influence learning outcomes in the long run

Future research should also consider broadening the scope of note-taking strategies examined While the current study focused on specific methods, there is a wide array of techniques available that might suit different learning styles and contexts Exploring a broader range of strategies, including digital note-taking tools and collaborative note-taking platforms, could provide a more comprehensive overview of the options available to learners Comparative studies that assess the effectiveness of various note-taking methods side by side could help identify the most beneficial techniques for different types of content, learning environments, and individual learner needs

Incorporating objective measures alongside self-reported data is crucial for future research While questionnaires offer valuable insights into students’ perceptions and attitudes, objective assessments, such as standardized listening comprehension tests and analysis of note quality, can provide a more reliable measure of the impact of note-taking strategies Combining subjective and objective data would allow researchers to triangulate their findings, enhancing the validity and reliability of the conclusions drawn

The role of technology in note-taking is an area ripe for exploration With the increasing availability of digital tools and platforms designed to support note-taking and learning, future research could investigate how these technologies compare to traditional pen-and-paper methods Studies could examine the effectiveness of digital note-taking applications, the use of audio recordings, and other technological aids in enhancing listening skills and overall learning efficiency The integration of technology into note-taking research could also address the needs of the modern, digitally-oriented student population

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APPENDICES APPENDIX 1 PRE-TEST SAMPLE

PART 1: For questions 1-5, listen to a conversation talking about their family life and choose the best answer You will hear the conversation twice

Question 1: Andrea is going home for _

A holiday B wedding C birthday party D housewarming Question 2: How does he go home?

A by bus B by motorbike C by air D by train

Question 3: Paul’s family lives about _ kilometers from the place he works

Question 4: Paul’s family is not really a very _ family

A hard-up B friendly C wealthy D close-knit

Question 5: What does Andrea’s family often do when they get together?

A prepare meals at home B have dinner out

PART 2: For questions 6-10, listen to a conversation and decide whether the following statements are True (T) or False (F) You will hear the conversation twice

Question 6: Heart to Heart Charity mainly helps disabled children

Question 7: The children received books, clothes, and money

Question 8: 43 people donated money to the charity

Question 9: The volunteers taught the children Vietnamese and English

Question 10: People can contact the charity via email

PART 1: For questions 1-5, listen to a conversation talking about their family life and choose the best answer You will hear the conversation twice

Question 1 What does the father want the son to do at the beginning of the conversation?

A Take out the garbage B Do the family room

C Know the rules D Clean the bathroom

Question 2 What is one thing the boy is NOT assigned to do around the house?

A Wash the walls B Vacuum the floors

C Clean the garage D Clean the baseboards

Question 3 What is the chore that the son is NOT doing in his bedroom?

A Put away his toys B Make his bed

C Pick up his toys D Pick up his clothes

Question 4 Where will the son go after completing the housework?

A To the cinema B To a ball game

C Out to eat D To a bookshop

Question 5 What will the father do while he does his work?

PART 2: For questions 6-10, listen to a conversation and decide whether the following statements are True (T) or False (F) You will hear the conversation twice

Question 6 Toothpaste was invented about 1600 years ago

Question 7 The earliest people used toothpaste were Ancient Greeks

Question 8 Roman toothpaste used ingredients like crushed bones and oyster shells Question 9 The umbrella used to symbolise high social class

Question 10 The umbrella was first used to protect people from the sun

APPENDIX 3 TEST SCORES Experimental group

This questionnaire aims to gather your perceptions, experiences, and overall satisfaction with the note-taking strategies introduced during our recent intervention Your responses will provide valuable insights into the effectiveness of these strategies in enhancing listening comprehension skills Please answer the following questions honestly and to the best of your ability Your responses will be kept confidential and used solely for research purposes

For each question, please select the option that best represents your experience or opinion

Section 1 Listening skills and challenges

1 Rate your overall listening skills in English

2 How challenging do you find understanding different accents in English?

3 Frequency of engaging in listening activities outside of academic settings

Section 2 Perspectives on note-taking

4 To what extent do you agree that taking notes helps in understanding and remembering content?

5 How effective do you believe note-taking strategies are in improving listening comprehension?

6 Familiarity with different note-taking strategies

Section 3 Application of note-taking strategies

7 Confidence in your ability to take effective notes during listening activities

8 Willingness to try new note-taking strategies to improve listening comprehension

9 Improvement in listening skills after applying note-taking strategies

10 Intent to continue using note-taking strategies in future listening activities

Thank you for taking the time to complete this questionnaire Your feedback is essential in helping us understand the effectiveness of note-taking strategies and improving future educational practices

1 Rate your overall listening skills in English

2 How challenging do you find understanding different accents in

3 Frequency of engaging in listening activities outside of academic settings

4 To what extent do you agree that taking notes helps in understanding and remembering content?

5 How effective do you believe note-taking strategies are in improving listening comprehension?

6 Familiarity with different note- taking strategies

7 Confidence in your ability to take effective notes during listening activities

8 Willingness to try new note- taking strategies to improve listening comprehension

Question 1 2 3 4 5 Mean score after applying note-taking strategies

10 Intent to continue using note- taking strategies in future listening activities

* By the end of this unit, students will be able to gain the following things:

- Use the lexical items related to the topic Inventions

- Listen for specific information about how to use an invention

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and team work

- Actively join in class activities

- Develop awareness and flexibility in using an invention

- Computer connected to the Internet

- Projector/ TV/ pictures and cards

Notes: In each activity, each step will be represented as following:

- To introduce the topic of reading

- To enhance students’ skills of guessing

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson

* Outcome: Lead to the subject and new lesson

* T shows 3 clues about the targeted word in turn and asks Ss to guess the word

It sucks up dirt and dust

** - Ss guess the words basing on clues given by the T

*** If Ss can’t get the word with the 1st clue, the T gives them the 2nd clue

If Ss can’t get the word with the 2nd clue, the T gives them the 3rd clue

**** T confirms the answers and leads in the new lesson

It sucks up dirt and dust

Note: Begin with the guessing game as described, encouraging students to take brief notes on keywords or clues mentioned about each invention This not only introduces the topic but also subtly incorporates note-taking from the start

Aims: To set the context of the listening text and activate Ss’ prior knowledge

* T asks Ss to look at the explanation and the photos to guess the meaning of new words

** Ss say the Vietnamese meaning of the word

*** Other Ss correct if the previous answers are incorrect

**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them

Complete the sentences with the words in the box (p.57)

* T asks Ss to complete the sentences with the words in the box

** Ss read and complete the sentences with the words in the box

*** Ss share the answers with the whole class

2 charge (v) /tʃɑːdʒ/: nạp, sạc (điện)

Complete the sentences with the words in the box (p.57)

1 Press the _ to start the device

2 There is a dirty _ on your smartphone Wipe it away

3 You need to _ your mobile phone The battery is very low

Note: As students learn useful expressions related to inventions, instruct them to organize their notes into two columns: “Expression” and

“Example” This structured note-taking will aid in remembering and applying the expressions later

Aim: To help Ss practise listening for key words

To help Ss practise listening for instructions

* T tells Ss that they are going to listen to a conversation about a robot vacuum cleaner, called RoboVacuum, between a woman and a salesman While listening, Ss should fill in the gaps in the diagram

- T asks Ss to study the diagram first e.g T has Ss look at the first item and asks them to predict the kind of information needed and if it is a noun, a verb or an adjective …

** Ss listen and fill in the gaps in the diagram with one word

*** Ss compare their answers in pairs

**** T checks answers by playing the recording again and pausing after each

Listen to a conversation about RoboVacuum Fill in each gap in the diagram below with one word (p.57.)

* T tells Ss that they are going to listen to the conversation again While listening, they should put a tick or a cross next to each picture that shows the right or wrong way of using

** T put Ss in pairs to study the pictures first and describe what they can see, e.g RoboVacuum is on a puddle of water It is also next to an electric socket – T encourages them to guess if that is the right or the wrong way to use RoboVacuum

- Ss listen, put a tick or a cross next to each picture that shows the right or wrong way of using RoboVacuum

*** Ss compare their answers in pairs

**** T checks answers by playing the recording again, pausing at the places where they can hear the correct information

Listen again Put a tick next to the correct way and a cross next to the wrong way to use RoboVacuum (p.57)

Note: During pair work, have students jot down their partner’s ideas using the learned expressions Emphasize the importance of writing concise notes that capture the essence of each invention’s use This practice reinforces listening and note-taking simultaneously

Aim: To give Ss an opportunity to personalise the language and ideas from the listening in a speaking task

* Content: What other buttons do you want Robo Vacuum to have? Add them to the picture below and tell your friends about them

*T asks Ss to add to the picture other buttons that they want Robo Vacuum to have

** T models the task by drawing a picture of RoboVacuum and adding a timing button T labels it and reads the example to illustrate how it will be used: I want my Robo Vacuum to have a Timer button on the top First, you press it Then, you set the time by pressing the minutes and seconds buttons on the right

- Ss work individually to personalise their Robo Vacuum by drawing and labelling their buttons

- T walks round the class and offers help with the vocabulary

*** T puts Ss in groups to show their drawings to each other and share their ideas

What other buttons do you want Robo Vacuum to have? Add them to the picture below and tell your friends about them (p.57)

I want my Robo Vacuum to have a Timer button on the top First, you press it Then, you set the time by pressing the minutes and seconds buttons on the right.