Abstract
In this comparative study, an attempt was made to examine the effects of two types of listening questions and activities on the quantity of note taking of intermediate EFL learners. In so doing, the researchers selected a sample of 30 intermediate English language learners randomly assigned to two comparison groups—Multiple-choice Group and True-false Group. The instrument for data collection was note taking papers of students from which the total number of words for each language learner was calculated. Results showed that the True-false Group gained higher scores in note taking quantity as compared with Multiple-choice Group. Based on the results of this study, it is imperative that EFL teachers pay serious attention to the types of activities and questions used in class as they can have an influence on the ways foreign language learners use note taking as a learning strategy.
Highlights
In today’s world, note taking plays as a memory device to retain information
The requirement for the learning and educating of note-taking is reflected in reading material essayists either composing a listening course book tending to note-taking (e.g., Contemporary Topics: Advanced Listening Comprehension by Beglar and Murray, 1993), or including note-taking as an important component in the textbooks
The result of the study revealed that English language learners that were asked to take notes while listening according to types of questions had higher quantity of notes compared with those who were asked to answer the questions based on the multiple—choice questions in terms of total number of words
Summary
In today’s world, note taking plays as a memory device to retain information. Note-taking application across variety of fields such as professional, academic, and personal spheres, has demonstrated its systematic role for retention of information (Kiewra, 1989). Note-taking is an important advantage and choosing the most appropriate method is critical to acquire and retain information. Note taking has obviously drawn the attention of specialists in the field of English language pedagogy. In the field of English for academic purposes, note-taking is viewed as a critical ability in addressing listening process (Flowerdew, 1994; Rost, 2002). The significance of educating and learning of note assuming took a position in the field of exploration. The requirement for the learning and educating of note-taking is reflected in reading material essayists either composing a listening course book tending to note-taking (e.g., Contemporary Topics: Advanced Listening Comprehension by Beglar and Murray, 1993), or including note-taking as an important component in the textbooks (e.g., quest: Listening and Speaking in the Academic World, by Hartmann and Blass, 2000)
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