Abstract

Taking effective notes while listening to a lecture is one of the important strategies for students in order to fulfill their academic goals. A number of empirical studies have been done to emphasize its importance; however, much fewer studies focusing on the impact of note-taking instruction have been done. Moreover, not only note-taking strategies but also high listening strategies are required to take notes while listening. The current study investigated the impact of instructions of note-taking and listening on ESL students. A total number of 23 upper-intermediate ESL students experienced training of taking notes and metacognitive listening over a semester. Their perceptional change of note-taking strategies and growth in awareness of metacognitive listening strategies were measured by questionnaires. The participants took a listening test and answered survey questionnaires both pre- and post-instructions, and they were instructed to take notes while listening. The results indicated that students perceived that instruction of note-taking strategy was more helpful than metacognitive listening strategy for them. As for note-taking, students gained deeper insights of importance and practicality of note-taking strategy. As for metacognitive awareness of listening, it was found that metacognitive listening instruction enhanced the students to gain higher self-efficacy in L2 listening. Furthermore, a strong correlation between higher perceptions and awareness of their strategy uses and more significant development of listening performance was found. In other words, students who increased perceptions in note-taking and who realized their metacognitive listening strategy uses outperformed than those did not.

Advisor

Nancy Drescher

First Committee Member

Jessica Schomberg

Date of Degree

2014

Language

english

Document Type

Thesis

Degree

Master of Arts (MA)

Department

English

College

Arts and Humanities

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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