Investigation of Turkish Teacher Candidates' Listening Comprehension Skills Using The Cornell Note-Taking Technique
Abstract
The main purpose of this research is to determine the listening comprehension skills of Turkish teacher candidates using the Cornell Note-Taking Technique. The study group of the research based on case design consists of 29 students studying at third-grade of Department of Turkish Language Teaching at Faculty of Education at Muş Alparslan University. In the study, semi-structured interview form and documents regarding student activities were used as data collection tools. In the study, 12 sessions of training were given to the participants using the Cornell note-taking technique. At the end of the training, the participants' opinions about the Cornell Note-Taking Technique were obtained with a semi-structured interview form. These opinions of the participants were subjected to content analysis. As a result of the study, the participants expressed the Cornell Note-Taking Technique as a technique for planned study, meaningful learning and listening skills. With this technique, the participants' effective listening, distinguishing information, using time effectively, critical thinking, creative thinking and problem-solving skills were developed. The participants experienced problems in the recording step, abbreviation step, reflection step and summarization step during the Cornell note-taking technique training process. In solving the problem, the participants offered suggestions such as carrying out activities aimed at application, associating new information with previous information, using time effectively and selecting appropriate texts. Participants explained that environmental and individual factors affected their listening skills during the implementation of the Cornell note-taking technique.
Keywords
Listening Skills , Note Taking , Cornell Note Taking Technique
References
- Ahmad, S. Z. (2019). Impact of Cornell notes vs. REAP on EFL secondary school students' critical reading skills. International Education Studies, 12(10), 60–74.
- Akçay, A. (2018). Dinleme/izleme eğitimi. Ankara: Nobel Akademik Yayıncılık.
- Anarsit, Y., & Aryuliva, A. (2017). The use of Cornell note-taking technique to improve listening comprehension of senior high school students. Journal of English Language Teaching, 6(1), 9–15.
- Aytaçlı, B. (2012). Durum çalışmasına ayrıntılı bir bakış. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 3(1), 1–9.
- Aytan, T. (2011). Aktif öğrenme tekniklerinin dinleme becerisi üzerindeki etkileri. (Yayımlanmamış doktora tezi). Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
- Boelter, J. (2010). How does the use of Cornell Notes as a peer reflection tool actively engage students and create better listeners? (Master's thesis). Southwest Minnesota State University.
- Broe, D. (2013). The effects of teaching Cornell Notes on student achievement. (Master's thesis). Minot State University, North Dakota.
- Bulut, B. (2013). Etkin dinleme eğitiminin dinlediğini anlama, okuduğunu anlama ve kelime hazinesi üzerine etkisi. (Yayımlanmamış yüksek lisans tezi). Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü, Aydın.
- Calp, M. (2010). Özel eğitim alanı olarak Türkçe öğretimi. Ankara: Nobel Yayın Dağıtım.
- Custer, H. H. (2014). WICOR. Retrieved from http://blogs.4j.lane.edu/levy_d/files/2017/12/hed_reviewofliterature.pdf
