Cornell Not Alma Tekniğinin Lise Öğrencilerinin Dinleme Becerisi Üzerine Etkisi

Abstract

Not alma teknikleri dinleme anlama yeteneğini güçlendirmede en etkili bilişsel tekniklerden biri olduğu düşünülmektedir. Birçok not alma stilinin arasından, Cornell yöntemi bilgiyi geri alma ve elde etme konusunda en yaygın kabul gören teknik olmuştur. Dinleme becerisi yabancı dil öğrencileri için zorluk yaratan bir konu olarak algılandığından not alma bu soruna olası bir çözüm olarak görülmüştür. Bu nedenle, bu çalışma lise öğrencileri üzerinde zaman serisi tasarımı araştırma modelinde not alma etkisini keşfetmeyi amaçlamaktadır. 25 öğrencinin dinleme anlama yetenekleri müdahaleden önce 4 kez ve müdahaleden sonra 4 kez test edilmiştir. Yapılan istatistikler ve anket sorularına verilen yanıtlar, Cornell not alma yönteminin dinleme anlama seviyesini artırmadığını gösterdi. Anket sorularına verin cevaplar, öğrencilerin düşük dil yeterliliğinden dolayı dikkatlerini not almaya ayırmadıklarını göstermiştir. Ayrıca bazı eğitimsel çıkarımlar ve araştırma önerileri de sunulmuştur.

Keywords

• İngiliz dili eğitimi
• dinleme becerisi
• Cornell not tutma tekniği

The Effects of Cornell Note-taking Method on High School Students’ Listening Skill

Abstract

Note-taking is one of the most influential cognitive techniques to help strengthen listening comprehension. Out of many styles of note-taking, Cornell has been the most commonly accepted technique to retrieve and attain information. As listening comprehension is perceived to be problematic for learners in the EFL context, note-taking is a probable solution. Therefore, this study aimed to explore the effect of note-taking on listening comprehension in the case of high school students in the research design of time-series design. Twenty-five students’ listening comprehension was tested four times before and four times after the intervention. The statistics and responses to the questionnaire showed that Cornell note-taking did not increase listening comprehension. On the grounds of the questionnaire items, students’ low level of linguistic proficiency could not spare them some space to allocate their attention to note-taking. Some educational implications and research suggestions were also provided.

Keywords

• English language teaching
• listening comprehension
• Cornell note-taking

References

1. Al-Ghazo, A. (2023). The impact of note-taking strategy on EFL learners’ listening comprehension. Theory and Practice in Language Studies, 13(5), 1136–1147.https://doi.org/10.17507/tpls.1305.06
2. Aydın, Y. (2022). Not alma stratejisi araştırmalarının sistematik olarak incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(2), 1555-1572.https://doi.org/10.17152/gefad.912361
3. Bayat, A., Jamshidipour, A., &Hashemi, M. (2017). The beneficial impacts of applying formative assessment on Iranian university students' anxiety reduction and listening efficacy. Online Submission, 5(2), 1–11.https://eric.ed.gov/?id=ED574963
4. Bergil, A. S. (2020). A sample investigation on note-taking practices of English language teaching students. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1-20.https://dergipark.org.tr/en/download/article-file/963676
5. Britton, B. K., &Tesser, A. (1982). Effects of prior knowledge on use of cognitive capacity in three complex cognitive tasks. Journal of Verbal Learning and Verbal Behavior, 21, 421–436.https://doi.org/10.1016/S0022-5371(82)90709-5
6. Brown, H. D., & Lee, H. (2015). Teaching principles. P. Ed Australia.
7. Eidson, B. (1984). Please make a note of it.The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 57(6), 266–268.https://doi.org/10.1080/00098655.1984.11478150
8. Faber, J. E., Morris, J. D., & Lieberman, M. G. (2000). The effect of note-taking on ninth-grade students' comprehension. Reading Psychology, 21(3), 257–270.https://doi.org/10.1080/02702710050144377

9. Foos, P. W., Mora, J. J., &Tkacz, S. (1994). Student study techniques and the generation effect. Journal of Educational Psychology, 86(4), 567–576. https://doi.org/10.1037/0022-0663.86.4.567
10. Fraenkel, J. R., &Wallen, N. E. (1990). How to design and evaluate education research. Order Department, McGraw Hill Publishing Co., Princeton Rd., Hightstown, NJ 08520.
11. Friedman, M. C. (2014). Notes on note-taking: Review of research and insights for students and instructors. Harvard Initiative for Learning and Teaching, pp. 1–34.https://bpb-us-w2.wpmucdn.com/u.osu.edu/dist/c/15148/files/2017/03/Notes-on-Note-Taking-qrs2kq.pdf
12. Goh, C. C. (2023). Learners’ cognitive processing problems during comprehension as a basis for L2 listening research. System, 119, 103164.https://doi.org/10.1016/j.system.2023.103164
13. Gur, T., Dilci, T., Coskun, İ., &Delican, B. (2013). The impact of note-taking while listening on listening comprehension in a higher education context. International Journal of Academic Research, 5(1), 93-97.https://doi.org/10.7813/2075-4124.2013/5-1/B.16
14. Haghverdi, H., Biria, R., &Karimi, L. (2010). Note-taking strategies and academic achievement. Journal of Language and Linguistic Studies, 6(1).https://dergipark.org.tr/en/pub/jlls/issue/9931/122886
15. Hayati, A. M., &Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL learners. English Language Teaching, 2(1), 101–111.https://eric.ed.gov/?id=EJ1082250
16. İpek, H. (2018). Perceptions of ELT students on their listening and note-taking skills. International Online Journal of Education and Teaching, 5(1), 206–217.https://eric.ed.gov/?id=EJ1259377
17. Karadağ, K., Devecioğlu, M., &Benzer, A. (2022). Secondary school students' habits of using note-taking strategies. Osmangazi Journal of Educational Research, 9(2), 51-79.
18. Karatay, H., &Uzun, O. (2019). Seçici dinleme stratejisi öğretimi ile 5. sinif öğrencilerinin dinlediğini not alma ve özetleme becerilerinin geliştirilmesi. MillîEğitimDergisi, 48(1), 9-30.https://dergipark.org.tr/en/pub/milliegitim/issue/51765/672558
19. Kilickaya, F., &Çokal-Karadaş, D. (2009). The effect of note-taking on university students’ listening comprehension of lectures. KastamonuEğitimDergisi, 17(1), 47-56.https://dergipark.org.tr/en/pub/kefdergi/issue/49070/626124
20. Maulidia, K., Ys, S. B., &Silviyanti, T. M. (2021). Using Cornell note-taking to improve listening comprehension. Research in English and Education Journal, 6(2), 52-61.
21. Peper, R. J., & Mayer, R. E. (1978). Note taking as a generative activity. Journal of Educational Psychology, 70(4), 514–522. https://doi.org/10.1037/0022-0663.70.4.514
22. Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note-taking. Applied Cognitive Psychology, 19(3), 291–312. https://doi.org/10.1002/acp.1086
23. Quintus, L., Borr, M., Duffield, S., Napoleon, L., & Welch, A. (2012). The impact of the Cornell note-taking method on students’ performance in a high school family and consumer sciences class. Journal of Family and Consumer Sciences Education, 30(1).
24. Ramadhani, I. F., Muin, A., &Hilmiyati, F. (2020). The effectiveness of using Cornell note-taking strategy to improve students’ listening comprehension. Indonesian Journal of English Studies, 1(2), 37-42https://jurnal.uinbanten.ac.id/index.php/ijes/article/view/3910
25. Stahl, N. A., King, J. R., &Henk, W. A. (1991). Enhancing students' note taking through training and evaluation. Journal of Reading, 34(8), 614-622.https://www.jstor.org/stable/40014606
26. Syafii, A. (2019). Students’ response of using Cornell note taking system (CNTS) in listening class. Journal of English Language Teaching and Islamic Integration, 2(01), 131–145.https://download.garuda.kemdikbud.go.id/article.php?article=899007&val=13689&title=Students%20Response%20of%20Using%20Cornell%20Note%20Taking%20System%20CNTS%20in%20Listening%20Class
27. Şahin, A., Aydın, G., &Sevim, O. (2015). Cornell not alma tekniğinin dinlenilen metni anlamaya ve kaliciliğa etkisi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, (29).https://dergipark.org.tr/en/pub/dpusbe/issue/4771/65648
28. Tsai-Fu, T. S. A. I., & Wu, Y. (2010). Effects of note-taking instruction and note-taking languages on college EFL students' listening comprehension. New Horizons in Education, 58(1), 120-132.https://eric.ed.gov/?id=EJ893716
29. Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign language annals, 30(3), 387-409.https://doi.org/10.1111/j.1944-9720.1997.tb02362.x
30. Yeldham, M. (2017). Techniques for researching L2 listeners. System, 66, 13–26.http://dx.doi.org/10.1016/j.system.2017.03.001