ISSN 1799-2591

Theory and Practice in Language Studies, Vol. 13, No. 5, pp. 1136-1147, May 2023
DOI: [Link]

The Impact of Note-Taking Strategy on EFL

Learners’ Listening Comprehension
Abeer Al-Ghazo
Department of English Language and Literature, Ajloun National University, Jordan

Abstract—The main aim of this study is to investigate the impact of note-taking strategy on EFL learners’
listening comprehension. Eighty participants were chosen to participate in this study. The participants were
allocated to both an experimental (20 female and 20 male) and the control group (20 female and 20 male). The
researcher used a listening comprehension test. The results revealed that there is a noticeable statistical
difference (p<.05) between the means of the experimental and control groups in the listening post-test. This
means that the note-taking strategy affects the EFL students' listening comprehension levels effectively and
positively. The results of the t-test for the experimental group also show that there is an observed difference
between the males’ and females’ scores regarding the impact of note-taking strategy on the participants’
listening comprehension in favor of the female learners.

Index Terms—note-taking strategy, EFL learners, listening comprehension

I. INTRODUCTION
English is considered the foremost universal language that is used everywhere as a way of communication. It has
been receiving more attention in Jordan, especially within the educational system. English is taught for twelve years,
from the first grade to the twelfth grade, in public and private schools. English, as a universal language, has four skills
for complete communication. Once we learn a foreign language, we learn to listen first, talk, read, and at last put it in
writing. These are called the four “language skills”, reading, listening, writing, and speaking. Listening in English is
taken into account as one of the foremost crucial skills; it is key to all effective communication.
The listening skill is a complex process that requires many efforts to construct or derive meaning. It is a mean of
communication, and of sharing information and concepts. For EFL speakers, listening is the first skill with the native
language in their acquisition journey (Berne, 2004). Listening is one of the most essential language skills that play a
crucial role in human life communication. Howatt and Dakin (1974) defined listening as the ability to spot and
comprehend what other people say. It involved comprehending a speaker's pronunciation, ideas, concepts, grammar,
vocabulary, and understanding meaning. Listening comprehension is an essential skill within which the listener receives
information and understands it as chunks that have certain meanings (O’Malley et al., 1989).
Many researchers such as Hamouda (2013) indicate that EFL students face many difficulties and problems in
listening comprehension because teachers put much emphasis on vocabulary, reading, grammar, and writing skills.
They do not consider this skill in their foreign classes, so it is still the most neglected skill of language learning and
teaching. These problems are related to quality of audio CDs and DVDs , accent, unfamiliar vocabularies, listening pace
and speed , and cultural differences (Azmi et al., 2014; Buck, 2001), weak grammar, and the explanation of listening
activities is not clear (Graham, 2006), pronunciation of the words (Bloomfield et al., 2010; Walker, 2014).
In order to improve EFL learners’ listening comprehension and solve their problems, their teachers should be aware
of these listening difficulties to adopt the crucial and effective listening comprehension strategies. O’Malley et al. (1989)
and Vandergrift (1997) defined listening comprehension strategies as strategies taken by students to acquire,
comprehend, and then use information effectively. Consequently, Vandergrift (1997) stated that listening
comprehension strategies are considered as steps that individuals follow to improve learning acquisition and language
comprehension. Through these strategies, EFL learners will acquire, store, comprehend and use the spoken input.
O’Malley and Chamot (1990) stated that there are three main listening comprehension strategies: metacognitive,
cognitive and social strategies. The metacognitive strategies are management methods, used by students to control their
own learning through planning, monitoring, and revising, evaluating then changing. The cognitive strategies are
problem-solving strategies that learners used to deal with their learning activities and facilitate the learning acquisition
(Derry & Murphy, 1986; Azmi et al., 2014). EFL students apply cognitive strategies in order to comprehend, store and
remember new inputs of information. These kinds of strategies can be divided into bottom-up and top-down strategies.
For soci-effective strategies, Vandergrift (2003) and Abdalhamid (2012) stated that listeners have to check their
learning comprehension, interact with the speakers, decrease anxiety, improve their motivation towards learning, and
raise self -confidence and self- esteem, apply these strategies.
Further, to overcome learners’ listening comprehension problems, teachers have to provide their learners with
authentic materials, design many tasks and activities that improve their listening comprehension, provide them with
necessary feedback on their performance. Moreover, they try to encourage them to learn many listening skills and

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strategies, ask them to listen to foreign films, music or talk to foreign people face to face or by using the internet. Brown
(2001) summarized some practical principles for designing listening techniques as: using techniques that motivate them
intrinsically, utilizing authentic contexts, considering the form of learners’ responses and encouraging the improvement
of listening learning strategies such as note-taking which used as a cognitive learning strategy.
Note-taking is one of the most vital strategies for learners because it can play a recording vehicle that keeps tasks and
information for listeners to use them later (Siegel, 2015). In the field of the educational system, note taking helps
learners to concentrate and listen carefully, gives the learners a resource for exam and lecture preparation. There are
many strategies that learners can follow for effective note-taking during and after the lecture. Learners should
concentrate on what their teachers talk about to recognize what is important and indicate essential information. After the
lecture, they have to review their notes because the lecture is still fresh in their minds. To sum up, learners do not try to
write down everything being said in the lecture in order to learn effectively. Note-taking strategy helps learners
remember what was said during the lecture. Therefore, the main purpose of this study is to investigate the impact of
note-taking strategy on EFL learners’ listening comprehension.

II. RELATED STUDIES ON NOTE-TAKING STRATEGIES AND LISTENING COMPREHENSION

A considerable amount of research has been conducted in the field of listening and note-taking strategies. In this
section, some studies are going to be presented.
Majid and Alireza (2009) investigated the relationship between note-taking strategy and learners’ listening
comprehension. The researchers divided sixty EFL participants into 3 groups: uninstructed note-takers, Cornell note-
takers, and non note-takers. The researchers used TOEFL proficiency test, which was used as a pre-test, to guarantee
the homogeneity of them, and post- test to obtain the results after treatment. The findings revealed that there is a clear
impact of this strategy on their learners’ listening comprehension abilities.
Reza et al. (2010) examined professors and learners’ attitudes towards the impact and influence of note-taking
strategies on the learners’ learning performance in Iran. They used questionnaires to collect the needed data. The
obtained data were analyzed using SPSS. The results revealed that the participants, including male and female
professors and students, have positive perspectives and attitudes towards using note-taking strategy instructions on the
learners’ learning.
Rahimia and Katal (2012) studied the metacognitive listening strategies used by EFL Iranian learners at universities
and at high schools. To achieve the purpose of the study, a Metacognitive Awareness Listening Questionnaire (MALQ)
distributed to 122 university students and 116 high-school students. The findings showed that there were differences
between university and high-school students’ awareness towards meta-cognitive listening strategies.
Movezyan (2012) tried to find out the effect of note-taking strategy during listening activities on students’ listening
comprehension and r attitudes towards the crucial role of this strategy during listening activities. The participants were
chosen to participate in this study from American University of Armenia. The participants were allocated to both an
experimental and a control group. A listening comprehension test, an attitudinal questionnaire, as quantitative
instruments, class observations, and a semi-structured interview as qualitative instruments were used to obtain the
needed data. The results revealed that there is a noticeable statistical difference (p<.05) between the means of the
experimental and control groups in the listening post-test. Moreover, the qualitative data revealed that the students have
positive attitudes toward using note-taking as a vital strategy to improve their listening comprehension. This means that
the note-taking strategy affects the EFL students ' listening comprehension levels effectively and positively.
Gur et al. (2013) examined the influence of using note-taking strategy on different types of informative, narrative and
philosophical lectures, on listening comprehension. 122 students, who were studying at the Faculty of Education,
Cumhuriyet University participated in the study. They were divided into control group (61) and experimental 1 (61).
Pretest and posttest are used to obtain the results. After analyzing the data using SPSS, the results revealed that the
participants who took note taking while listening to the three types of lectures had the highest level of comprehension.
Gilakjani and Sabouri (2016) identified the main listening comprehension strategies and the listening difficulties
faced learners during listening to oral texts. Through this study, the researchers tried to raise the teachers’ awareness to
overcome the learners’ listening difficulties and improve their listening skill.
Maricar and Castillo (2019) tried to show the importance of improving listening comprehension among learners
through Cornell Note- Taking Method which is considered as simple, comprehensive and widely used format which
was developed by Pauk (1974) to teach EFL learners how to record, review and organize their notes. To achieve the
objectives of the study, the researchers investigated the impact of note-taking strategies on learners’ listening
comprehension. They used descriptive correlational design to describe the correlation between note-taking strategy and
listening comprehension. Frequencies and percentages, mean, and Anova were measured to analyze the data. The
results revealed that learners’ listening comprehension improves when implementing note-taking strategy.
Deregözü(2021) studied the main listening comprehension strategies used by EFL learners through distance learning.
To achieve the objectives of this study, the Listening Strategy Inventory (LSI) was utilized by learners who attending
English and German language online classes at three state universities in Turkey. The researcher used quantitative
design to analyze the data by using independent samples t-test. The results showed that the level of using listening

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comprehension strategies among learners was moderate. The most frequently used listening strategy was nonverbal one
while word-oriented strategy was the least one.
Lam (2021) examined the impact of note-taking strategies on EFL students’ listening comprehension in academic
situation. 60 Vietnam EFL learners participated in the study. The researcher used quantitative method to collect and
analyze the data. The findings revealed that note-taking strategies improve the learners’ listening comprehension. On
other words, they affect their listening performance positively. It is recommended that learners should be trained to use
note-take strategies to improve their learning in general and listening abilities in particular.

III. PURPOSE AND QUESTIONS OF THE STUDY

The main purpose of this study is to investigate the impact of note- taking strategy on EFL learners’ listening
comprehension. The research aims to provide answers for the following research questions:
1. Are there any significant differences between the mean scores achieved by the experimental group and the
achieved by the control group on listening comprehension on the pre-test?
2. Are there any significant differences between the mean scores achieved by the experimental group and the
achieved by the control group on listening comprehension on the post-test after treatment?
3. Are there statistically significant differences between EFL male and female learners in using note-taking
strategy?

IV. STATEMENT OF PROBLEM

Many previous researches indicated that learners are quite weak in English language generally and listening
particularly. Consequently, they still find many challenges and difficulties in listening comprehension. Hamouda (2013)
indicated that EFL students face many difficulties and problems in listening comprehension because teachers put much
emphasis on vocabulary, reading, grammar and writing skill. They do not consider this skill in their foreign classes.
Vandergrift (2003) stated that those lower level listeners had challenge in summarizing text because they did not
remember more and did not understand the subject deeply. While the upper level listeners, they remembered new
information effectively while summarizing it. They also can use different strategies while and after they listen. It was
noticed that note- taking is one of the most essential strategies that are used to improve the learners’ listening
comprehension, but the problem is that this strategy or skill is neglected and is rarely taught in schools and universities.
Many researchers observe how difficult it is to use this strategy in lectures among EFL learners (Gilbert, 1989). The
researchers think that EFL learners’ lack of listening comprehension ways and strategies is considered a vital cause of
learners’ poor comprehension skills.

V. SIGNIFICANCE OF THE STUDY

The objective of this study is to help students at universities and schools overcome the weakness in listening skill and
provide appropriate solutions. The importance of listening strategies awareness has been proved in literature. So it is
expected that the results will show the teachers the importance of using different kinds of proper listening strategies in
general and note-taking strategy in particular that can be implemented inside the classroom to increase their students’
listening comprehension abilities. Moreover, the researcher may investigate other strategies that make the listening skill
more purposeful, beneficial and easier to understand what native speakers talking about. This study also helps students
to be aware of the appropriate listening strategies .It is crucial to raise the students' awareness towards using appropriate
listening strategies effectively and efficiently. This information could be used as a gate for EFL learners to use the
suitable listening strategies during interacting with contexts in order to develop and improve their listening
comprehension abilities. In addition, note-taking strategy should be part of the EFL curriculum.

VI. METHODOLOGY

A. Participants of the Study

Eighty participants were chosen to participate in this study. The participants will be allocated to both the
experimental (24 females and 16 males) and the control group (18 females and 22 males). All of them majored in
English language and literature. Their age ranged from 19 to 23 years old. The participants in the experimental group
received the required treatment by using a note-taking strategy, while the participants in the control group did not
receive any treatment.

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TABLE 1
DISTRIBUTION OF PARTICIPANTS VARIABLE
Group Age Gender
Female Male Total
Experimental group 19-20 9 5 15
20-21 8 8 16
21-23 7 2 9
Total 40
Control group 19-20 9 5 14
20-21 5 7 12
21-23 4 10 14
Total 40

B. Instrument Data Collection and Analysis

The researcher used a listening comprehension test. This test is a standardized listening comprehension one taken
from the TOEFL textbook. This test ranges from 60 -70 minutes and has 50 multiple-choice questions. The test was
used as a pre-test and a post-test for both groups. It tests the students’ abilities to comprehend the passage they listened
to.
The listening test was administered to the learners during their normal classes in the second week of the second
semester 2021/2022 academic year. It was applied to control and experimental groups as a pre-test to guarantee the
homogeneity between them. Then the researcher has designed eight lessons of note-taking strategy to present them for
the participants in the experimental group.
Lesson 1(one hour): Talking about the impact of applying note-taking strategy on academic achievement in general
and listening comprehension in particular.
Lesson 2( one hour): Teaching the learners the main techniques and tips for listening and note taking strategy such
as : trying to find the key words, trying to find the cues to meaning, predicting what is the main purpose of the context
and stimulating the background knowledge.
Lesson 3: Teaching them the other strategies for listening and note- taking: Guessing the meaning, seeking
clarification, Taking notes in their own words, putting their notes with headings and subheadings and reviewing their
notes and reconstruct the content.
Lesson 4: Explaining different strategies through the listening lesson i.e. Sharing and exchanging opinions and ideas,
agreeing and disagreeing, presenting facts, evidences and examples, investigating confirmation, paraphrasing, and
organizing the discussion.
Lesson 5: Discussing these methods of note-taking: the Sentence Method, The Formal Outline Procedure, Mind
Mapping Method,
Lesson 6: Discussing other types of note taking methods i.e. Clustering, and the Cornell Method
Lesson 7: The researcher chooses Cornell Method (CM) as a simple, comprehensive and widely used format. Pauk
(1974) developed this format to teach EFL learners how to record, review and organize their notes.

Figure 1 Cornell Note-taking Method (CM)

Lesson 8: implementing this method through the lesson. The control group did not receive any treatment. After 9
weeks of treatment, the same test was applied again as post-test for both groups. The Statistical Package for Social
Sciences (SPSS) was used to analyze the results of the tests of the two groups in order to check the main statistical
differences of means, and standard deviation scores between them.

VII. RESULTS AND DISCUSSION

The pre- listening test was analyzed to check the statistical differences between learners before implementing the
treatment. Independent Samples T-Test was used to achieve that (see Table 2).

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TABLE 2
INDEPENDENT SAMPLES T-TEST OF LISTENING COMPREHENSION PRE-TEST
Group N Mean Total Mean Std. t-test F
Control 40 Female 70.74 71.75 2.61 0.74 0.35
Male 72.75
Pre-Test Experimental 40 Female 70.52 68.53 .951

Male 66. 54

The table above indicates that there were not any significant differences between mean scores of the learners in the
experimental group (M= 68.53) and control groups (M= 71.75) before treatment. Moreover, it is also shown that a
significant difference is not observed between the males’ and females’ listening comprehension pretest in both groups,
the experimental (Female (70.52), Male (66. 54), the control group (Female (70.74) Male (72.75)). This means that the
two groups approximately have the same listening comprehension level before the beginning of the treatment. After
implementing the treatment, the post-listening test was analyzed to check the statistical differences between learners.
Independent Samples T-Test was used to achieve that (see Table 3).
TABLE 3
INDEPENDENT SAMPLES T-TEST OF LISTENING COMPREHENSION POST-TEST
GROUP N Gender Mean Total Std. Deviation t-test F
Mean
POST -TEST experimental 40 Female 93. 78 87.72 1.67 13,41 0.14
group Male 81. 66

Control 40 Female 72.30 72,32 2.35

Male 72.33

In this table, one can notice that there is a statistical significant difference (p<.05) between the listening
comprehension means of the experimental (M= 87.72) and control group (M= 72.32) in the listening post-test. The
analysis states that note-taking strategy, while listening affects the learners' listening comprehension levels effectively
and positively. The results of t-test for experimental group also show that there is an observed difference between the
males’ and females’ scores towards the effect of note-taking strategies on the students’ listening comprehension in favor
of the female learners (M= 93.78) , Male (M= 81.66).
Through the highly significant differences between the mean scores of the two groups (87.72 - 72.32), one can notice
the effect of note-taking strategy on meaningful listening comprehension and building the students’ mental and
cognitive structure related to the content of the subject matter they listen to. Using this strategy plays a crucial role in
focusing the learners’ attention, recalling and reconstructing the content. While correcting the test, the researcher
noticed that female use note–taking strategy seriously and implement it through listening to the topics of the audio clips
they heard. They used Cornell Method (CM) format more than male to record, review and organize their notes. They
pay attention to the important information in order not to miss any key details that allow them to answer the questions
easily.
From a theoretical review, there is a strong claim that there is a vital relation between note-taking strategy
instructions and learners’ academic listening achievement. Sahin et al. (cited in Gur et al., 2013) stated that note-taking
strategy, by using the Cornell method while listening, affected the students’ listening comprehension effectively and
positively. The results of this study go in complete harmony with the results of the other studies that were conducted by
Gur et al. (2013) who tried to examine the impact of note-taking strategy on listening comprehension skill; they found
that the participants who took note taking while listening to the lecture had the highest level of comprehension. Reza et
al. (2010) found that the participants, including male and female professors and students, have positive perspectives and
attitudes towards using note-taking strategy instructions on the learners’ learning.

VIII. CONCLUSION AND RECOMMENDATION

The main purpose of this study is to investigate the impact of note-taking strategy on EFL learners’ listening
comprehension. As for the questions of the study, in the consensus of many studies, EFL learners, especially female
ones, use note-taking strategy effectively. Depending on the results, it was found that using this strategy affects
learners’ listening performance positively. This means that learners should learn the appropriate and the useful methods
of note-taking strategy that help them improve their listening proficiency.
Based on the results of this study, the EFL teachers are recommended to include different types of note-taking
methods and strategies as part of their instruction in order to help their students to comprehend the contexts and subject
matter efficiently. Policy makers and stakeholders in the field of education are recommended to provide EFL students
with authentic listening courses and materials by designing many tasks and activities that improve the learners’ listening
comprehension.

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APPENDIX. LISTENING COMPREHENSION TEST

A paper version TOEFL

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ACKNOWLEDGEMENTS
I would sincerely like to thank the study participants, whose dedicated participation made this research possible.

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Abeer Al-ghazo is an Associate Professor in the department of English language and Literature in Ajloun National University.
She holds a Ph.D. in English Language. She teaches graduate TEFL courses. Her research interests include teacher education, applied
linguistics, translation, content analysis, contrastive analysis, language acquisition and TEFL. She has multiple publications in
various peer-reviewed journals.

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