The Effect of Note-Taking Strategy on Listening Comprehension Skill

Year 2024, Volume: 1 Issue: 2, 227 - 239, 30.12.2024

Muhammed Fatih Gökmen , Emre Çevik , Sema Bal

Abstract

Comprehension of audio texts is quite challenging given the varieties of texts, speaker qualities, listener proficiencies and the features of spoken texts. One of the features of spoken texts is the retention of information. Taking notes has been suggested to overcome this challenge in the literature. A quasi-experimental study was conducted on two intact high school groups to see the effect of a note-taking strategy on high school. One group was allocated to an experimental group and the other to the control group. The studies lasted for eight weeks. Mid-term exams are functioned as pre-tests. Final exams served as post-test exams. Descriptive and inferential statistics and content analysis showed that students’ listening performance did not improve, as indicated by the insignificant differences between the groups. It was discussed that the reason behind this finding lay in the deficiency of knowledge and note-taking skills since students were observed to write the words as they were spoken, which did not help them solve the comprehension questions in the listening tests. Some educational and research suggestions were also presented based on the research findings.

Keywords

English language teaching, listening comprehension, note-taking skills

Not Alma Stratejisinin Dinleme Becerisine Etkisi

Abstract

Sesli metinlerin anlaşılması, metin türleri, konuşmacı nitelikleri, dinleyici yeterlilikleri ve konuşulan metinlerin özellikleri göz önüne alındığında oldukça zordur. Sesli metinlerin özelliklerinden biri de bilgiyi muhafaza etmektir. Bu zorluğun üstesinden gelmek için not almanın faydalı olabileceği alan yazında önerilmiştir. Bir not alma stratejisinin lise öğrencileri üzerindeki etkisini görmek için iki bütünleşik lise sınıfından yarı deneysel bir çalışma yapılmıştır. Bir sınıf deney grubuna, diğeri ise kontrol grubuna atanmıştır. Çalışmalar sekiz hafta sürmüştür. Ara sınavlar ön test, final sınavları ise son test olarak kullanılmıştır. Betimsel ve çıkarımsal istatistikler ve içerik analizi gruplar arasındaki anlamlı farkların olmadığını, not tutmanın öğrencilerin dinleme performanslarını geliştirmediğini ortaya koymuştur. Bu sonucun arkasındaki neden ise öğrencilerin konuşulan kelimeleri olduğu gibi yazdıkları ve not alma bilgisi ve becerilerinin eksikliklerinin bulunduğu bu da dinleme testlerindeki soruları çözmelerine yardımcı olmadığını göstermiştir. Araştırma bulgularına dayanarak bazı eğitim ve araştırma önerileri de sunulmuştur.

Keywords

İngiliz dili eğitimi, dinleme becerisi, not tutma stratejisi

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