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• W19185951 abstract "Background: The effect of note-taking has been well-recognized by EFL educators. However, little empirical research has been done to investigate combined effects of note-taking instruction and note-taking language (whether in L1 or L2) in an acquisition-poor environment, where English is used as an instructional language yet the audience is composed of mainly nonnative English speakers. Also, few studies paid attention to the effect of note-taking on different types of texts. Aims: This study is to investigate the effects of (a) note-taking instruction (using the Cornell note-taking method) and (b) note-taking language (English vs. Chinese) on Taiwanese college students’ English listening comprehension for two types of texts, specifically, short conversations and long lectures. Sample: Taught by the same instructor, 54 students in control group and 54 in treatment group participated in this study. Method: Detailed and explicit note-taking instruction was given to the treatment group. The language in which students took notes was decided by seat number. At the end of the study, participants were given a content-based, objective listening comprehension test. ANOVA and MANOVA analyses were performed to analyze test scores. Results: Instruction had a significant impact on the listening comprehension of both types of texts, regardless of which language used for taking notes. Participants who took notes in English outperformed their peers, and those who received the combined effects of both instruction and taking note in English scored substantially higher than any other conditions. Conclusion: This study reveals the value and importance of explicit, sustained note-taking instruction. It also suggests ESL students’ native language (Chinese) becomes less competitive to capture information delivered in English. To help EFL learners better comprehend both short conversation and long lectures, teachers should teach how to take notes in an organized manner and encourage the use of English." @default.
• W19185951 created "2016-06-24" @default.
• W19185951 creator A5037089808 @default.
• W19185951 date "2010-05-01" @default.
• W19185951 modified "2023-09-26" @default.
• W19185951 title "Effects of Note-Taking Instruction and Note-Taking Languages on College EFL Students' Listening Comprehension" @default.
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