Effects of Note-Taking Instruction and Note-Taking Languages on College EFL Students' Listening Comprehension

Autor/inn/en	Tsai-Fu, Tsai; Wu, Yongan
Titel	Effects of Note-Taking Instruction and Note-Taking Languages on College EFL Students' Listening Comprehension
Quelle	In: New Horizons in Education, 58 (2010) 1, S.120-132 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1683-1381
Schlagwörter	Control Groups; Listening Comprehension; Notetaking; Language of Instruction; Language Enrollment; English (Second Language); Non English Speaking; Foreign Countries; Objective Tests; Achievement Tests; Intermode Differences; Instructional Effectiveness; Comparative Testing; Taiwan + Suchen Sie Ihr Suchwort? Hörverständnis; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Objektiver Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterrichtserfolg
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 non-native 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. (Contains 3 tables.) (As Provided).
Anmerkungen	Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934@yahoo.com.hk; Web site: http://www.cpe.ied.edu.hk/newhorizon
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10