Effects of Notetaking Strategy Training in Listening Comprehension Tests

Abstract

This paper explores effects of notetaking strategy training in listening comprehension tests for college students in Korea. Three different groups were compared: a trained group with notetaking allowed, an untrained group with notetaking allowed, and an untrained group with notetaking disallowed. To analyze the main effects of the study, a one-way ANOVA and a paired-samples t-test were used. To analyze the students' notes taken during testing, the number of words and L1 words, numbering, numbers (numerical data), underlines or circles, outlines, symbols, and abbreviations were collected. Although the students who were allowed to take notes performed better in listening comprehension tests than the students who were not allowed, the difference was not significant. Even after receiving notetaking training, students did not show improvement in test performance. Nevertheless, the quantity and quality of notes and some testing behaviors of the students demonstrated the importance and necessity of the notetaking strategy training for the test. The survey and interviews revealed that the trained group still had difficulties in taking notes and did not have sufficient time for taking them. Nonetheless, they showed positive perceptions and perception changes toward notetaking and the notetaking strategy training.