A Sample Investigation on Note-taking Practices of English Language Teaching Students
Abstract
Students’ success or failure in courses is variably affected by the development of their listening and note-taking practices. These areas of development have such kind of cognitive contributions to students. Given the central role of the lecture in faculty education, these cognitive abilities deserve to be examined in terms of university students who expected to perform cognitive abilities at the highest degree. Thus, this research aims to seek how English Language Teaching Department Students at Amasya University carry out their note-taking practices in their courses. The sample of the study consists of 1st, 2nd, 3rd and 4th-grade students studying at the English Language Teaching Department during the spring semester of the 2017-2018 academic year. In addition to the demographic information and questions that explore the students’ general practices about note-taking, 42 item scale ranged in ‘‘1= Never’’, ‘‘2= Seldom’’, ‘‘3= Sometimes’’, ‘‘4= Usually’’, ‘‘5= Always’’ was applied to the students as data collection instruments. In the data analysis process, percentages and frequencies representing the ELT students generally and individually were calculated for descriptive analysis. Moreover, related to the number of the participants parametric methods were also used to reach statistical proofs to support the descriptive results of the study. The findings of the study point out such effective ideas that efforts and practices of cognitive abilities such as note-taking should be improved in the educational lives of individuals not only at their bachelor degree but also at all stages of their educational lives.
Keywords
English language teaching,cognitive abilities,note-taking practices.
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