The use of note taking strategies for listening comprehension among english majored senior students at can tho university

CAN THO UNIVERSITY SCHOOL OF EDUCATION ENGLISH DEPARTMENT The Use of Note-taking Strategies for Listening Comprehension among English-majored Senior Students at CTU B.A thesis Field of study: English Language Teaching Supervisor: M.A Do Xuan Hai Student: Nguyen Thi Truc Linh Code: 7062904 Class: NN0652A1 Can Tho, 2010 Contents Contents i Acknowledgements iii Abstract Vietnamese iv English v List of Tables and Figures vi Chapter Introduction 1.1 Problem and Rationale 1.2 Research Questions 1.3 Hypotheses 1.4 Thesis Organization Chapter Literature Review 2.1 Listening Comprehension 2.1.1 Definition of listening comprehension 2.1.2 Strategies of listening comprehension 2.1.3 Role of listening comprehension 2.2 Note-taking 2.2.1 Definition of note-taking 2.2.2 Analysis of the main notes used by students 2.2.3 Principal functions of note-taking 2.3 Related researches Chapter Research Methodology 3.1 Design 12 3.2 Participants 12 3.3 Instrument 13 3.4 Procedure 14 Chapter Data Analysis 4.1 Result of research question 17 4.1 Result of research question 17 4.1 Result of research question 19 Chapter Discussions and Conclusions 5.1 Discussions 22 5.1.1 Research question 22 5.1.2 Research question 22 5.1.2 Research question 22 5.2 Implications 24 i 5.3 Limitations and recommendation 24 5.3.1 Limitations 24 5.3.2 Recommendations 25 5.4 Conclusions 26 References 27 Appendix A 30 ii Acknowledgements Firstly, I would like to express my respectful gratitude to Mr Đỗ Xuân Hải, my supervisor, for his invaluable advice on all aspects of the research design, choice of instruments and interpretations of the results Next, I greatly appreciate Ms Ngô Thị Trang Thảo for her guidance of using and analyzing collected data by using SPSS software Besides, I wish to thank Ms Lê Xuân Mai and Ms Chung Thị Thanh Hằng for their perceptive and constructive comments in refining the thesis At the same time, my thanks go to my adviser, Ms Bùi Minh Châu who helped me cross initial hurdles at the beginning of this research I must also express my gratitude to all of my friends for their cooperation and enthusiasm when completing the questionnaires Finally, I would like to express my special thanks to my family for their timely support and unconditional love which helped me give my best shot for the research Nguyễn Thị Trúc Linh iii Tóm tắt Bài nghiên cứu thực nhắm đến việc khảo sát tìm hiểu quan điểm sinh viên năm cuối, chuyên ngành tiếng Anh trường Đại học Cần Thơ “những chiến thuật ghi chú”, mức độ thường xuyên mức độ hữu ích chiến thuật phục vụ cho mục đích nghe hiểu khóa Nghe-Nói (từ khóa đến khóa 5) Bảng câu hỏi dùng để thu số liệu cần thiết cho việc khảo sát Bảng câu hỏi gồm 21 ý kiến, tập trung nhận xét chiến thuật ghi (không chuyên sâu, nội dung, hiệu quả, tổ chức xem lại).70 sinh viên hai nhóm Cử nhân tiếng Anh Sư phạm tiếng Anh trường thực bảng câu hỏi Đồng thời, phần mềm phân tích liệu SPSS sử dụng cho việc phân tích số liệu nhận dạng chiến thuật bật Kết nghiên cứu cho thấy chiến thuật ghi “nội dung” (gồm có ghi lại ý chính, kiện quan trọng, tránh ghi tất phát từ người nói) chiến thuật “xem lại” sử dụng nhiều xem có ích cho việc nghe hiểu Trái lại, chiến thuật “không chuyên sâu” (gồm có viết chữ rõ ràng, viết từ khơng liên quan) xem sử dụng đem lại lợi ích thấp Ngồi ra, để tạo thuận lợi cho việc nghe hiểu sinh viên chuyên ngành tiếng Anh, chiến thuật ghi “hiệu quả” (sử dụng chữ viết tắt, ký hiệu, diễn đật lại, sử dụng từ nội dung loại bỏ từ chức năng) chiến thuật ghi “tổ chức” (sử dụng bảng biểu, hình ảnh, đề cương, danh sách, mũi tên, đường tròn, gạch dưới, đánh số…) đề xuất cần đầu tư thời gian cho việc giảng dạy thực hành iv Abstract The present study was conducted to investigate the views that English-majored senior students at Can Tho University (CTU) hold about the frequency of use and degree of helpfulness of note-taking strategies which they used for listening comprehension in their Listening-Speaking classes from course to course A questionnaire concluding 21 statements focused on note-taking strategies (general, content, efficiency, organization and review), was administered to 70 English-majored senior students from Bachelor of English and English of Education groups to collect the targeted data The SPSS software was used for data analysis and identification of merging patterns The findings revealed that content note-taking strategy (writing down the main ideas and important facts, as opposed to trying to write down everything the speaker said) and review of notes are the most frequently utilized and helpful while general one (using neat handwriting and writing down unconnected words) is the least frequently utilized and helpful Moreover, the results suggested that efficiency (using abbreviations, symbols, paraphrases, using content words and omitting function words) and organization note-taking strategies (using diagrams, pictures, outlining, numbering, lists, arrows, boxes, circles, underlining) should be more focused in term of instruction and practice in Listening-Speaking courses at CTU for promote English-majored students’ listening comprehension v List of Tables and Figures Table Table Table Table Table Table Figure Figure Figure Relevant participant characteristics 13 The 21 items questionnaires and their composite categories 14 Reliability statistics of frequency 16 Reliability statistics of helpfulness 16 Frequency of use of each note-taking strategy 18 Degree of helpfulness of each note-taking strategy 19 Frequency of use of each note-taking strategy 19 Degree of helpfulness of each note-taking strategy 20 Degree of helpfulness of review note-taking strategy 21 vi CHAPTER INTRODUCTION 1.1 Problems and Rationale English-majored students at CTU have been studying Listening-Speaking courses (XH155, XH156, XH157, XH158, and XH159) with a wide variety of listening and speaking practice in both natural conversations and academic English through popular topics To listening strategies in specific, according to the course descriptions and the aims of these courses, at the end of these courses, students are expected to be able to “develop brainstorming and guessing new vocabulary in contexts and ideas, note-taking and outline-making skills for a wide range of academic subjects, and getting the main ideas and necessary details from authentic listening exercises” However, language learners, who learn English as a foreign language in a nonnative setting, often find it difficult to capture the main ideas and necessary details from authentic exercises Particular, this presents a problem that while many Englishmajored students listen to listening tasks, they feel at a loss when listening to some new texts or cannot understand the speakers (Luo, 2008) Therefore, it is necessary for these students to find appropriate and effective strategies to promote their listening comprehension In a non-native English setting, as is the case at CTU, the role of listening comprehension skill is more significant than in the context where a native language is used This is because the Listening-Speaking classroom culture dictates the teachinglearning tasks to be achieved largely through talking and listening As a result, effective listening becomes one of the determinants of the students’ success or failure (Taron & Yule, 1989) Particularly, at the English-majored senior level of learning, the ability to listen effectively is a necessity At this level, students are expected to understand different types of lectures, discussions, presentations, seminars and other academic spoken discourses In addition, the authentic tasks demand that students should be able to take important notes to produce summaries, inferences, reports, ect A large body of research has been done to help these learners to acquire the strategic skills that are in desperate need Different solutions have been proposed, i.e., listening to the same content several times or ignoring function words It should be noted that using note-taking strategies is one of the principal methods have been investigated In fact, studies in using note-taking strategies for listening comprehension of lectures in both L1 and L2 have greatly multiplied Previous research has clearly demonstrated the potential benefits of note-taking during listening comprehension to lectures (Piolat, Barbier & Roussey, 2008; Carrell, Dunkel & Mollaun, 2002; Boch & Piolat, 2004; Carrell, 2007; Hayati & Jalilifar, 2009; Kiliỗkaya & ầokal-Karada, 2009) However, there has been relatively little analysis of using note-taking strategies for listening comprehension among students studying English in a non-native setting Especially, to English-majored students at CTU, note-taking skills are instructed explicitly in their materials including taking notes for main ideas or specific information as well as for making the outlines of lectures spoken by native speakers Therefore, the intents of this study are to investigate the note-taking strategies that may be used by English-majored seniors at CTU who studying English in a non-native setting and their’ views about the helpfulness of note-taking strategies that they used for listening comprehension as well as to give implications for instructions of notetaking in appropriate degree 1.2 Research questions The following three questions dictate the focus, design, and shape of this research 1.2.1 Do English-majored senior students at CTU use notes-taking strategies of general, content, efficiency, organization and review for their listening comprehension? 1.2.2 To which degree are these note-taking strategies used by Englishmajored senior students at CTU? 1.2.3 To which degree the above students think the note-taking strategies they used are helpful for their listening comprehension? 1.3 Hypotheses It is to English-majored senior students at CTU, the hypotheses are that - English-majored senior students at CTU use notes-taking strategies of general, content, efficiency, organization and review for their listening comprehension - Content note-taking strategy (getting the main ideas and important facts, as opposed to trying to write down everything the speaker said) is the most frequently utilized and most helpful - General note-taking strategy (using neat handwriting and writing down unconnected words) is the least frequently utilized and least helpful 1.4 Thesis Organization In order to help readers follow this thesis with ease, the body of the thesis is clearly organized into five different chapters and what was concerned in each one as follows Chapter 1: Introduction In general, the reader can find out the reason why this topic is chosen as the confidential one and what is measured when carrying the topic the answers for these questions in the first chapter of the thesis- Introduction Chapter 2: Literature Review Some works closely related to the study are clearly stated in this part of the thesis Basically, the literature review gave a necessary foundation to implement the topic Chapter 3: Research Methodology Purposefully, this chapter outlines the way the study was proceed including the approach of designing methods, choosing participants, the selecting of instruments and the procedure of the research Chapter 4: Data Analysis and Results In this section, basing on the data collected and analyzed from questionnaire, the readers, themselves can withdraw their own point of view about what was previously mentioned Chapter 5: Discussions and Conclusions Discussions for the study along with conclusion would be revealed in the last chapter-chapter Note-taking strategies were used and were helpful at a definite frequency to the fourth-year English students Also, some unavoidable limitations in the thesis were all mentioned as well as some recommendations for further researches on note-taking strategies for listening comprehension were suggested Finally, thanks to discovering many interesting and useful issues when doing the study, some implications and conclusions were given participants based on the mean scores of both frequency of use and degree of helpfulness of each note-taking strategy 4.1 Research question 1: Notes-taking strategies that English-majored senior students at CTU use for their listening comprehension In Lewis and Reinders’ (2003) words, not every note-taking strategy fits every learner The fact is that note-taking strategy is quite diverse in term of classifying (Chaudron et al., 1994; Babier et al.; 2006; Faraco et al., 2002; Dunkel & Davis, 1994 ; Fahmy & Bilton, 1990) However, based on the initially designed questionnaire for targeted data, there were only five strategies derived from Carrell’s (2007) findings were investigated Interestingly, all of these five were reported to use for English-majored senior students’ listening comprehension as presented below Strategies General Content Efficiency Organization Review General strategy dealing with using neat handwriting and writing down unconnected Content strategy including writing down the main ideas and important facts, as opposed to trying to write down everything the speaker said Efficiency strategy including using abbreviations, symbols, paraphrases, using content words and omitting function words Organization strategy including using diagrams, outlining, indentation, numbers, lists, arrows; using circles, boxes and highlighting, ect Review strategy for understanding the materials 4.2 Research question 2: Frequency of use of note-taking strategies by English-majored senior students at CTU Research Question was addressed descriptively, utilizing means for the five composite note-taking strategies Following was the table presenting for the result of concerning question 17 Table Frequency of use of note-taking strategies Strategies N Minimum Maximum General 70 Content 70 Efficiency 70 Organization 70 Review 70 Mean 3.81 4.82 4.36 4.18 4.81 S.D 96 71 74 76 1.01 As can be seen from the Table 5, it shows that the content note-taking and the review strategies of making sure the understanding of materials are the most used by the English-majored senior students (M= 4.82 and M= 4.81, respectively) This fact indicates that these students frequently (80%) write down main points and important details of these main points as well as important facts, numbers which are difficult to remember At the same time, they often reviewed their notes for understanding authentic materials The participants reported that efficiency strategy which concludes using abbreviations, symbols and paraphrases is the next most frequently utilized with evidence more than half (50%) of the time Surprisingly, by analyzing individually the use of paraphrases among the English-majored senior students for listening comprehension, the frequency is quite high, till 80% comparing to the mean of the efficiency note-taking strategy (M= 4.91 comparing with 4.36) The organization (organization and highlighting) strategy seems nearly similar to the efficiency strategy in term of frequency of use In detail, the use of diagrams or pictures, outlining, numbering, arrows, lists, highlighting as well as organization different ideas is showed its occasional utilization ranged from 2-level to 6-level on the 6-level scale Finally, M= 3.81, neat handwriting and writing down unconnected words in general strategy were the least ones used by English-majored senior students at CTU Figure below is used to illustrate the answer of question 18 Figure Frequency use of note-taking strategies FREQUENCY OF USE OF NOTE-TAKING STRATEGIES Frequency Mean 4.82 4.36 3.81 4.18 4.81 General Content Efficiency Organization Review Categories Note: = very frequently, almost all of the time = frequently, a lot of the time = sometimes, about half the time = not frequently, only occasionally = very infrequently or rarely = never 4.3 Research question 3: The participants’ view about degree of helpfulness of each note-taking strategy Table Degree of helpfulness of note-taking strategies Strategies N Minimum Maximum Mean S.D General 70 3.45 77 Content 70 4.83 62 Efficiency 70 4.65 64 Organization 70 4.49 69 Review 70 4.94 1.03 In the questionnaire, 21 items of composite strategies promote the notetaking were listed for the participants to rate their usefulness The data of the participants’ choices were also computed with the SPSS program to analyze the results The mean ratings of the degree of helpfulness of strategies were shown in Figure 19 Figure Degree of helpfulness of note-taking strategies HELPFULNESS OF NOTE-TAKING STRATEGIES Helpfulness Mean 4.83 3.45 65 4.49 4.94 General Content Efficiency Organization Review Categories Note: = very helpful = helpful = neither helpful nor unhelpful = not helpful = very unhelpful According to the data collected, the two mean scores of note-taking strategies related to content (i.e., writing down the main ideas and important facts, as opposed to trying to write down everything the speaker said) and review are quite high (M= 4.83 and M= 4.94 ) This means that these two strategies found to be most helpful Figure displays the result about degree of helpfulness of review strategy expressed by 70 participants It supports the view that most students review their notes after listening to make sure that they understood the materials 20 Figure Degree of helpfulness of review note-taking strategy DEGREE OF HELPFULNESS OF REVIEW NOTE-TAKING STRATEGY 5.7 1.4 17.1 31.4 very unhelpful unhelpful neither helpful nor helpless helpful very helpful 44.2 The next most frequently utilized and helpful note-taking strategies are those involving efficiency e.g using abbreviations, symbols, paraphrases, omitting function words and using only content words (M= 4.65) and organization of the notes e.g., using diagrams, numbers, lists, arrow and highlighting (M= 4.49) Finally, general note-taking strategies such as using neat handwriting and writing down unconnected words were reported nearly neither helpful nor helpless In brief, the results supported the hypothesis and the answers for the three research questions were also found It could be concluded content note-taking strategy and review one are the most frequently utilized and helpful while general one is the least frequently utilized and helpful used for their listening comprehension in Listening-Speaking courses In next chapter, the discussions will be presented 21 CHAPTER DISCUSSIONS AND CONCLUSIONS This chapter includes main sections: (1) discussion on the study of the thesis, (2) implications for teaching and learning English, (3) limitations and recommendations for further research, and (4) conclusions The aims of this study were to investigate (1) the note-taking strategies used by English-majored senior students at CTU, (2) the frequency of use and (3) the degree of helpfulness of each strategy for listening comprehension The research hypothesis was based on the findings of previous study of Carrell (2007), which reveal that notetaking strategies related to the content of the notes were used most frequently and were the most helpful while strategies involving the organization of the notes were reported as least frequently used and least helpful to the participants 5.1 Discussions 5.1.1 Research question 1: Notes-taking strategies that English-majored senior students at CTU used for their listening comprehension On the whole, the results indicated salient note-taking strategies employed by English-majored senior students at CTU As expected, the strategies involved general, content, efficiency, organization and review, all were marked to use for listening comprehension of the authentic materials in Listening-Speaking courses This suggests that participants believed note-taking would be beneficial prior to their listening comprehension This result is similar to the result of Carrell’s (2007) study which described the same five strategies as concerned Carrell investigated the use of qualitative measures of content notes following Liu’s (2001) suggestions for research on note-taking for listening comprehension The possible explanations for widespread use of these above strategies were found by the potent benefits of notetaking such as (1) to avoid distraction, (2) to make the content meaningful to the learners, (3) to combine new and old information, (4) to review the main ideas quickly before a test, and (5) to make the message more impressive (Hartley, 2002; Slotte & Lonka, 2003; Craik & Lockhart, 1972; Craik & Tulving, 1975, cited in Smith & Tompkins, 1988) 5.1.2 Research question 2, 3: Frequency of use and degree of helpfulness of each note-taking strategies held by English-majored senior students at CTU As mentioned above, most of the participants reported that the five concerned strategies, all were used for their listening comprehension Above all, the quite high mean score of both content strategy (writing down the main ideas and important facts, as opposed to trying to write down everything the 22 speaker said) and review one directly elicited that these two strategies were the most utilized and helpful for English-majored senior students’ listening comprehension According to Carell, it could be explained by the positive correlation between the number of test answers in the notes and multiple choice listening comprehension on either general or detail-specific questions Obviously, this strategy provides the notetakers with highly focusing on the topic or prevents them from “wandering off” (Hartley, 2002, Slotte & Lonka, 2003) The participants also reported that efficiency strategy which concludes using abbreviations, symbols, paraphrases, content words (nouns, verbs, adjectives, adverbs) and omitting function words (words like of, to, a, an, the) was the next most frequently utilized and helpful with mean score 4.36 of frequency, and 4.65 of helpfulness The good news is that they tend to take down the content words used by the speaker instead of writing down English function or structure words, many of which are predictable from context This finding supported for the conclusion that learners should be encouraged to “take down more content words when required to recall specific information,” and as it might be a lost cause to spell out words fully, to establish a “personalized shorthand system” (2001, abstract) However, this efficiency strategy only works when the listener remembers what the abbreviation or symbol stands for, or only when the listener correctly paraphrases the information It should be noted that while participants made little use of abbreviations and symbols, they made even less use of paraphrases (Carrell, 2007) According to Barbier et al (2004), who found that reformulations with words other than those produced by the speaker were negatively correlated with listening comprehension, this may have been a wise decision Also, Faraco et al (2004) implied that if note-takers are taking time to reformulate or paraphrase they are missing what’s coming next The efficiency strategy seems nearly similar to the organization strategy in term of frequency of use (M=4.36 comparing to M=4.18) In detail, the use of diagrams or pictures, outlining, numbering, arrows, lists, highlighting as well as organization different ideas showed its occasional utilization ranged from 2-level to 6-level on the 6-level scale The listening note-takers indicated their frequency of organizing their notes in a marked fashion in term of half of the time It suggested that the participants used arrows to linking ideas in their notes At the same time, underlining particular words or using circles or boxes around particular words were used to signal emphasized information Finally, with M=3.81, neat handwriting and writing down unconnected words in general strategy were the least ones used (nearly about half of the time) by Englishmajored senior students at CTU At the same time, the participants thought this strategy was almost neither helpful nor helpless It might be the result of effects of practice or experience of the note-takers indicated by Piolat et al (2005) 23 The results might be influenced by the students’ past learning experience in real attendance for Listening-Speaking courses from to As some researchers affirm, “past experience, both of education in general and of language learning in particular, played a major role in shaping attitudes to language learning” (Little & Singleton, 1990, cited in Ellis, 2008) Similarly, students with different viewpoints might use different strategies as student’s viewpoints are concluded to influence the kinds of learning strategies they employ; therefore, they might come to class, ready to use one strategy other than those suggested by teachers (Ellis, 2008a) 5.2 Implications In summary, the widespread use of note-taking strategies implies prominent implications for teaching and learning of using these strategies for listening comprehension To students, they are often aware of their ineffectiveness and inefficiency of their note taking strategies but not know how to improve them (Dunkel & Davy, 1989) They may find attempting to paraphrase or reformulate the speaker’s words too cognitively demanding when taking notes under time constraints and for immediate testing purposes Thus, paraphrasing and reformulating, while representing a type of note-taking efficiency, should not be strongly encouraged for the circumstance To teachers, it is useful to examine Zaytoun’s suggestion (1988, cited in Kiliỗkaya & ầokal-Karada, 2009) for combining listening comprehension with notetaking practice He stated that the advantage of this technique is that it not only develops the student's note-taking ability but it also deals with several interlocking skills necessary for academic success Besides, Ornstein (1994) also supported for the view that note-taking should be part of the curriculum Furthermore, the obtained results provide support for the view that note-taking should be explicitly taught in school and university (Hayati & Jalilifar, 2009) In brief, it should be ensured that students’ expectations to obtain the satisfactory results for their listening comprehension should be promoted Thus, it is essential to direct teaching towards a more suitable approach so that students can form more positive strategies in language learning, thereby gaining more success in study 5.3 Limitations and recommendations 5.3.1 Limitations The major limitation lies in the fact that the quantitative survey cannot reveal how the students’ notes actually look like The survey result analyses are based on the writer’s personal assessments of figures And these figures only indicate the students’ subjective viewpoints, not their real practice of note-taking It is impossible to reach an exact conclusion about the level of note-taking acquisition of the students 24 Secondly, due to time constrains, the data for the present study was mainly from one written questionnaires without being verified through other sources such as interviews or observations These sources should also have been considered so that more information could have been obtained to triangulate the research findings from different aspects The combination of more research methods could have allowed the researcher to obtain further information or suggestions related to the research question Thirdly, it was not easy to look up related materials for the literature review Unfortunately, there were many valuable materials in form of unpublished one or required to make a purchase It was the lack of references on previously relevant researches led to a considerable hurdle for a cohesive and comprehensive research Finally, the subjects of the study are limited only to 70 English-majored senior students from Bachelor of English and Education of English groups at CTU Furthermore, among available student subjects, only eleven were male Therefore, the generalization of the findings has to be limited to the similar contexts The data collected would have been more valid, accurate and reliable with more participants Thus, in the above aspects, the limitations of applicability of the study need to be considered 5.3.2 Recommendations With the aim of overcoming such limitations, some areas, as presented below, relating to using note-taking for listening comprehension might be justified in the further research (1) There should be a qualitative research for further study The qualitative could provide stronger evidence by drawing on the notes produced by Englishmajored students at CTU (2) As illustrated in the background to this study, it shows that ListeningSpeaking course is compulsory for English-majored at CTU; as a result, viewpoints about using note-taking strategies for listening comprehension held by students are gradually developed through their experience at different levels Consequently, more future studies are needed to carry out with the freshmen, sophomores and junior students order to explore the differences of views about the topic (3) It is more interesting to research on influence of participants’ gender characteristics in using distinguishing note-taking strategies In other words, researcher can analyze the correlation of gender characteristics (male/female) and their influences on using types of note-taking strategies These above suggestions are mentioned for further relevant and meaningful research in future 25 5.4 Conclusion From the study findings, it could be concluded that (1) Note-taking strategies including the strategies of general, content, efficiency, organization and review, all were marked to use for listening comprehension of the authentic materials in Listening-Speaking courses by English-majored senior Student at CTU (2) To English-majored senior Student at CTU, the degree of frequency of use and helpfulness for each note-taking strategy are respectively categorized as following: content and 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