INTRODUCTION
Rationale of the study
Listening is an important part as well as an essential means of language acquisition In the mid twentieth century, Bloomfield (1942: 2) ever declares that:
Listening skills play a crucial role in learning English, as one primarily acquires language understanding and speaking abilities through hearing and imitating native speakers Lundsteen (1979: 3) emphasizes that listening is the foundational language skill, underscoring its importance in the language learning process.
In the natural progression of language acquisition, children first develop listening skills, followed by speaking, reading, and finally writing This sequence highlights the critical role of listening in learning a new language, establishing it as the essential skill to master initially.
Teaching listening is a complex phenomenon that has garnered significant attention from researchers and educators aiming to enhance classroom instruction and listening strategies According to Chamot (2005), learning strategies are conscious, goal-driven procedures that facilitate language acquisition, particularly for less successful students who can benefit from targeted strategies Among these strategies, note-taking stands out as a cognitive technique where students record key concepts in abbreviated forms, aiding their performance in language tasks (Chamot, 1989) Spires and Stone (1989) emphasize that note-taking is a crucial skill that not only helps learners rehearse lecture content but also serves as a memory aid for information not explicitly noted Ultimately, effective note-taking is essential for managing various English listening tasks.
All the aforementioned conditions drive the author to carry out the research
“Using note-taking techniques to improve 9 th grade students’ listening skill at Sao
Vang secondary school” Hopefully, this study will make a small contribution to improving listening skills for grade 9 th students at Sao Vang secondary school.
Aim and objectives of the study
This study investigates how note-taking techniques can be leveraged to improve students' listening skills The research specifically emphasizes the significance of effective note-taking strategies in enhancing comprehension and retention during listening activities By focusing on these techniques, the study aims to provide insights into their role in fostering better listening abilities among students.
finding out the benefits of applying note-taking techniques in listening lessons for grade 9 th students;
identifying the possible difficulties encountered by students at Sao Vang secondary school in learning listening with the use of note-taking techniques;
proposing strategies to teach listening skill using note-taking techniques.
Research questions
In order to achieve the aim, the study was carried out to address the following research questions:
1 What are the benefits of applying note-taking techniques in listening lessons?
2 What are the difficulties encountered by the students at Sao Vang secondary school in learning listening with the use of note-taking techniques?
3 What should teachers do to improve students’ English listening skill with the use of note-taking techniques?
Scope of the study
Developing effective listening skills is a crucial aspect of language learning This study focuses on specific note-taking techniques utilized in teaching listening, acknowledging the limitations of time, experience, and knowledge, and does not encompass all available listening strategies in the educational process.
Methodology of the study
In order to achieve the aim of the study, the study was carried out by some steps as follows:
Firstly, a survey questionnaire was delivered to students to:
find out the benefits of using note-taking in teaching and learning English listening skill;
identify difficulties encountered by students in learning listening lessons using note-taking techniques;
survey students’ expectation toward teacher’s strategies in teaching listening with the use of note-taking techniques
Secondly, personal interviews with two teachers were conducted in order to:
survey teachers’ perception on applying note-taking techniques in teaching listening;
find out teacher’s difficulties in applying note-taking techniques in teaching listening;
study teachers’ strategies in teaching listening skill with the use of note-taking techniques
After the data were collected, they were categorized and analyzed quantitatively and qualitatively to obtain the realistic results
In conclusion, this article presents pedagogical implications and recommendations derived from survey analysis and references, aimed at enhancing English listening skills through effective note-taking techniques.
Significance of the study
This study highlights the advantages and challenges of incorporating note-taking in listening lessons It provides valuable suggestions for teachers aimed at improving students' English listening skills through effective note-taking techniques The findings and recommendations are intended to support the enhancement of teaching and learning listening skills at Sao Vang Secondary School.
Design of the study
This paper is organized into three main parts as follows:
Part I: Introduction: This part presents the rationale of the study, aims and objectives of the study, research questions, scope of the study, methodology of the study, significance of the study and design of the study
Part II: Development: This part is divided into three chapters Chapter 1 serves as the theoretical background for the study, presenting the concepts and relevant theories Chapter 2 deals with the methodology of the study Chapter 3 presents the findings and analysis of the data collected
Part III: Conclusion: This last part of the study recaps the major findings of the study and deals with some suggestions for improving students’ listening competence with the use of note-taking techniques In addition, it also poses several directions for future research.
DEVELOPMENT
LITERATURE REVIEW
Listening is essential in our daily lives and is particularly important for language acquisition Due to its ambiguous nature, listening has been defined in various ways, encompassing both general and specific aspects of listening comprehension.
Listening is the cognitive process of interpreting spoken language to derive meaning, as defined by Lundsteen (1971) and Underwood (1989) It involves not just understanding words, but also discerning the intent behind them in specific contexts Yagang (1993) further emphasizes that effective listening requires the ability to comprehend a speaker's accent, grammar, and vocabulary while grasping the overall meaning A proficient listener can integrate these elements simultaneously to fully engage with the spoken message.
Listening comprehension, as defined by Richards and Schmidt (2002), is the ability to understand speech in both first and second languages This process involves not only individual linguistic elements, such as phonemes and grammatical structures, but also the listener's expectations, context, and background knowledge Littlewood (1981) emphasizes that effective listening requires active engagement from listeners, who must utilize both linguistic and non-linguistic knowledge to grasp meaning Moreover, comprehension is enhanced when listeners can follow native speakers at a normal conversational pace in authentic situations.
Chastain (1976: 23) emphasizes that native speakers do not require listeners to focus on every word or detail; instead, they should concentrate on the overall message in natural conversations Listeners are encouraged to infer the meanings of unfamiliar words through context and to leverage their background knowledge, connecting it with new information presented in the spoken text.
Listening is an active process that involves constructing meaning from sounds, utilizing the listener's knowledge of phonology, semantics, and syntax It encompasses receiving, attending to, and understanding auditory messages, rather than being a passive activity.
There are many different kinds of listening or different situations in which we use listening Each situation is different and each may require a different kind of listening
Listening can be categorized into two types: reciprocal and non-reciprocal listening Reciprocal listening involves an interactive exchange where both the listener and speaker alternate between speaking and listening, allowing for opportunities to seek clarification or request slower speech In contrast, non-reciprocal listening occurs in passive situations, such as listening to a monologue, radio, or film, where the listener cannot engage or ask questions Understanding these distinctions can enhance communication skills and improve listening effectiveness.
According to Anderson (1995), there are two primary types of listening: casual and focused Casual listening occurs without a specific purpose and often lacks concentration, while focused listening is intentional, aimed at gathering specific information In focused listening, the listener pays close attention but may not concentrate equally on all parts of the conversation.
According to Harmer (2007), listening is categorized into two types: intensive and extensive listening Extensive listening involves students engaging with audio materials outside the classroom for enjoyment or other purposes, such as revisiting course book dialogues using tapes or CDs after classroom study In contrast, intensive listening focuses on analyzing the nuances of spoken English, typically occurring in classrooms or language labs with teacher guidance to help students navigate challenges and highlight key areas of interest.
All in all, there are many different types of listening which can be used in various situations, each situation is different and each may require a different kind of listening
Listening comprehension is regarded theoretically as a complex and active skill involving many processes There two main points of views on listening comprehension process, and each view represents a different perspective
According to Anderson (1985), comprehension involves three cognitive processes: perception, parsing, and utilization Perception refers to the encoding of auditory or written messages, where listening involves breaking down phonemes from continuous speech and storing them in echoic memory During this stage, initial analysis begins, transforming input into meaningful representations In the parsing phase, words are formed into a mental representation of their combined meanings, with propositions serving as the basic units of comprehension Complex propositions can be simplified and reorganized by listeners to create new sentences without altering their fundamental meaning These three levels of processing—perception, parsing, and utilization—are interconnected, recursive, and can occur simultaneously during a listening event, with perception being the most basic level.
According to Gilakjani and Ahmadi (2011), the listening process can be categorized into three types: bottom-up processing, top-down processing, and a third type Bottom-up processing involves decoding sounds from the smallest units, such as phonemes, to complete texts, relying heavily on the listener's linguistic knowledge In contrast, top-down processing utilizes background knowledge to interpret the meaning of a message, allowing the listener to actively construct or reconstruct the speaker's original meaning using new input as clues.
During the reconstruction process, listeners utilize their prior knowledge of the context and situation to enhance their understanding of what they hear Interactive processing effectively combines elements of both bottom-up and top-down processing, improving overall comprehension By simultaneously processing background knowledge, contextual cues, and linguistic information, listeners can more easily interpret the material When the content is familiar, listeners leverage their background knowledge to make predictions that are confirmed by new information.
Effective listening comprehension relies on an interactive process where listeners actively engage in both bottom-up and top-down processing This dual approach is essential for successful listening, as it allows learners to navigate and understand spoken language more effectively However, language learners often face challenges in mastering these skills, which can hinder their overall listening comprehension.
Underwood (1990: 16) identifies seven potential problems learners often encounterin their learning listening
Learners often struggle to keep up with the speed of the speaker, focusing intently on deciphering one segment of the audio, which causes them to miss subsequent information This challenge highlights the importance of developing listening skills that allow for better comprehension in fast-paced conversations.
Inability to get things repeated: The learners not always in a position to get the speaker to repeat an utterance
Vocabulary limitation:A new word can be a barrier which makes them stop and think about the meaning of the word and thus makes them miss the next part of speech
Effective communication relies on recognizing various signals used by speakers to transition between points, provide examples, or emphasize key ideas However, foreign listeners may struggle to identify these signals, leading to potential misunderstandings.
Problems of interpretation: Students who are unfamiliar with the context may have difficulty in interpreting the words they hear
Inability to concentrate: Even the shortest break in listening can seriously affect comprehension Therefore, lack of concentration is a major problem
Establishing effective learning habits is crucial for students, as this teaching method encourages them to listen attentively to every word When students struggle to grasp a specific word or phrase, it can lead to feelings of worry and discouragement, ultimately hindering their success.
Within this light, Brown(2007: 252-254) points out eight following characteristics of spoken language whichmake listening difficult:
Clustering: clusters play important roles in helping students to get the idea of the whole utterance
Redundancy: Redundant utterances may take the form of rephrasing, repetition, elaboration, self-correction, and apparently meaningless additions
Methodology
2.1 The setting of the study
This study was conducted at Sao Vang Secondary School, one of the oldest and largest secondary schools in Tho Xuan district, Thanh Hoa province, with a 40-year history since its establishment in 1973 It has long been a trusted institution for students and parents in the district The school employs a dedicated teaching staff of 39 teachers, including 21 females, with most teachers being young and enthusiastic, aged between 26 and 37 years.
During the 2012-2013 school year, the institution accommodated over 500 students across 16 classes, including 88 ninth graders divided into three classes with approximately 30 students each Notably, the school emphasizes the importance of English education However, it shares typical characteristics found in many Vietnamese classrooms, such as large sizes, students arranged in rows of four, and fixed furniture.
English is a compulsory subject in the curriculum, with students using the course book "English 9" from the Ministry of Education and Training This book comprises 10 topic-based units designed to enhance students' communication skills through the four core language competencies: reading, speaking, listening, and writing Each unit is structured into five parts, including a focus on language The listening components adopt a theme-based and task-based approach, offering a diverse array of listening texts and tasks to effectively improve students' listening abilities.
Textbooks for secondary schools are designed to teach English forms, usage, and communication skills appropriate for students' age groups Additionally, they enhance students' understanding of Vietnam, England, and various global cultures.
Students under this investigation are 30 students of class 9A of Sao Vang secondary school within the second semester from the 1 st February to the April 29,
In 2014, a study involving 18 girls and 12 boys revealed that, despite sharing the same age and years of English education under a uniform curriculum from primary to secondary school, the students excelled in grammar yet struggled with understanding spoken English Their challenges were particularly evident in one-way listening scenarios, where they lacked opportunities to see or engage with English speakers.
Students often face difficulties in language acquisition due to their limited understanding of the language system and insufficient exposure to fluent, natural speech This challenge is exacerbated by ineffective listening strategies and the restricted time available for English instruction, with students receiving only three forty-five minute lessons each week, along with an additional selective lesson Among the four key language skills—reading, writing, speaking, and listening—students consistently find listening to be the most challenging.
Two English teachers participated in the research, one a graduate of ULIS and the other from Hong Duc University Aged 30 and 35, both teachers have over 8 years of English teaching experience The younger teacher has 3 years of experience teaching English to 9th graders, while the older teacher has 7 years, indicating their expertise in teaching listening skills to this grade level.
The educators displayed a strong enthusiasm for teaching, demonstrating a commitment to enhancing their skills and improving student performance Recognizing the significance of developing students' listening abilities, they were eager to implement innovative strategies in their listening instruction.
As stated earlier in the introduction, the study tries to investigate the following questions:
1 What are the benefits of applying note-taking techniques in listening lessons?
2 What are the possible difficulties encountered by the students at Sao Vang secondary school in learning listening with the use of note-taking techniques?
3 What should teachers do to improve students’ English listening skill using note- taking techniques?
As mentioned above, to fulfill the stated goals, the author used the questionnaire and interview to collect the data
A questionnaire was developed to collect students' views on the effectiveness of note-taking techniques in enhancing English listening skills This survey was administered to 30 students at the conclusion of the term, providing valuable insights into their experiences and opinions.
By the time, students were familiar and formed their perceptions of note-taking skills The questionnaire consisted of three main parts
Part 1: included two questions which aimed at surveying the students’ perception toward the benefits of using note-taking techniques in listening lessons
Part 2: consisted of one question to investigate the possible difficulties in applying note-taking techniques in learning listening
Part 3: comprised four questions which clarify students’ opinions on teaching and learning strategies in listening lessons with the using of note-taking techniques
The study utilized multiple choice questions, including both closed-ended options allowing for multiple selections and open-ended formats, to gather a comprehensive range of data This approach enabled the researcher to capture controlled information alongside students' personal opinions on note-taking To ensure clarity and comprehension, the questionnaire was meticulously translated into Vietnamese for all respondents, eliminating any potential language barriers.
An interview was conducted with two English teachers at the end of the second term to explore their perceptions of the benefits and challenges of using note-taking techniques in listening lessons The interview comprised three questions focused on the advantages of these techniques, potential difficulties in their application, and the teachers' strategies for integrating note-taking into listening instruction To ensure clarity and prevent misunderstandings, the interview was conducted in Vietnamese.
2.2.3.2 Data collection and analysis procedure
The data were collected and analyzed by following steps:
After three months of implementing note-taking techniques, questionnaires were distributed to 30 students in class 9A, and personal interviews were conducted with two English teachers at the conclusion of the second term.
After collecting information, the data were categorized and consolidated Finally, the results were demonstrated in figures with detailed explanation
This chapter outlines the study's methodology, highlighting key characteristics of the school setting, including teaching and learning conditions, student demographics, teaching staff, and an overview of the curriculum and textbooks It also details the research questions, subjects involved, instruments used, and the procedures for data collection and analysis.
DATA ANALYSIS AND FINDINGS
The questionnaire was employed to figure out the benefits difficulties of applying note investigate the students’ opinions toward teacher’s strategies in teaching listening through note-taking techniq
The participants of this survey questionnaire were 30 students of class 9A at Sao Vang secondary school.
3.1.1.3.1 Students’ opinions toward taking techniques
The effectiveness of the application of note by Figure 1 As can be seen, approximately 60% of the students the effectiveness of note
17% of students agreed the method was very effective Only 17 % view it as
CHAPTER 3: DATA ANALYSIS AND FINDINGS This chapter will present and analyze the data collected from the survey questionnaire for students and interview for teachers
A questionnaire was utilized to assess the benefits and challenges of note-taking techniques in listening lessons, as well as to gather students' opinions on their teachers' strategies for teaching these techniques.
The participants of this survey questionnaire were 30 students of class 9A at Sao Vang secondary school
Students’ opinions toward the effectiveness of the application of note
Figure 1 highlights students' perspectives on the effectiveness of note-taking techniques in enhancing their learning experience Notably, around 60% of students expressed a strong appreciation for these techniques in improving their listening skills, while 17% deemed the method very effective Conversely, only 17% of students did not find it beneficial.
CHAPTER 3: DATA ANALYSIS AND FINDINGS This chapter will present and analyze the data collected from the survey
, the possible techniques in listening lessons and to investigate the students’ opinions toward teacher’s strategies in teaching listening
A survey conducted among 30 students from class 9A revealed that the application of note-taking in learning significantly enhances their listening skills Notably, 17% of the participants rated this method as very effective, highlighting its positive impact on their educational experience.
Many students recognize the positive impact of effective note-taking on their listening skills Research indicates that a significant number of students believe that utilizing note-taking techniques enhances their ability to comprehend and retain information during lectures.
Figure 2 : Students’ perceptions of the benefits of note-taking techniques
Item 1: Concentrate on the listening process
Item 2:Review and recall information of the listening text easily
Item 3: Gather information for the following exercises in the lessons
Item 4: Remember the information of the listening text
Item 5: Understand the listening text
The graph illustrates students' perceptions of the advantages of note-taking techniques, revealing that 90% of students believe note-taking enhances their concentration during listening activities Additionally, 77% of the students reported that note-taking aids in the review and recall of listening material More than half (57%) indicated that it helps them gather information for subsequent exercises, while 53% found it beneficial for remembering details from the listening text However, only 37% of the students felt that note-taking contributed to their understanding of the listening content.
Item 1 Item 2 Item 3 Item 4 Item 5
Besides the given benefits, some students added that note-taking provided them a chance to practise vocabulary and bring a clear outline of information
The findings indicate that most students recognize the importance of note-taking skills for enhancing their listening abilities Additionally, a significant number of students have a positive view of the advantages offered by effective note-taking techniques.
3.1.1.3.3 Possible difficulties in applying note-taking techniques in listening lessons
Figure 3: Students’ perceptions toward possible difficulties in applying note-taking techniques in learning listening Note:
Item 1: Lack of vocabulary capacity
Item 2: High speed of the speaker
Item 3: Difficulties in listening and writing at the same time
Item 4: Difficulties in identifying keywords and main ideas
Item 5: Lack of background knowledge of the topic
The chart illustrates students' perceptions of the challenges they encounter while taking notes, revealing a range of difficulties Notably, the most significant challenge identified is a lack of vocabulary, while other issues are less pronounced.
23 out of 30 students, which accounted for 77% of the students agreed that lack of vocabulary was the biggest problem in taking notes while listening In the second
Item 1 Item 2 Item 3 Item 4 Item 5 the high speed of the speaker Nearly half of the students (43%) admitted that they were not good at listening and writing down at the same time.Besides, 11 out of 30 students, accounting for 37 percent found it unable to identify the keywords and main ideas to take notes However, only 5 over 30 note-takers (17%) agreed that lack of background knowledge of the topics distracted them from taking notes Besides the given possible difficulties, some students shared that they found it difficult to take notes with different accents of the speakers and some added that the noises outside classroom may obstruct them from taking notes while listening 3.1.1.3.4 Students’ evaluation on teacher’s strategies of teaching listening using note-taking techniques
Figure 4: Students’ evaluation on teacher’s strategies of teaching listening using note-taking techniques Note:
Item 1: Provide students with certain amount of words needed for listening activities Item 2: Provide students with certain key words
Item 3: Recall important words and ideas related to the listening
Item 4: Provide background knowledge of the listening text
Item 5: Provide standard note-taking systems
The chart above represents evaluation of students on the effectiveness of teacher’s strategies in teaching listening with the use of note-taking technique
As can be clearly seen from the chart, providing certain amount of words
Item 1 Item 2 Item 3 Item 4 Item 5
Very effectivelyEffectivelySlightly effectivelyIneffectively was very effective and 20% effective respectively Only 2 students (7%) thought this strategy was slightly effectively and none of them thought that it was ineffective
A significant majority of students, 76%, reported that using specific keywords greatly enhanced their note-taking effectiveness Conversely, only 11% indicated that keywords were not helpful, while a slightly higher percentage of 13% found them to be somewhat effective.
A survey revealed that over half of the students (57%) found recalling key words and concepts from the listening text to be an effective strategy, while a significant portion (43%) did not share this positive view.
The chart indicates that providing background knowledge of the listening text was not well-received, with only 47% of students considering the strategy slightly effective and 7% deeming it ineffective In contrast, nearly half of the students (46%) affirmed that the strategies significantly enhanced their learning experience.
A recent study revealed that only 30% of students approved of standard note-taking systems, citing their effectiveness in enhancing the note-taking process In contrast, a significant majority, nearly 70%, expressed skepticism regarding the efficacy of these strategies.
3.1.1.3.5 Students’ preference of note-taking techniques
Figure 5: Students’ preference of note-taking techniques Note:
Item 1: Use abbreviations or symbols for some words
Item 1 Item 2 Item 3 Item 4 Item 5
Item 2: Write down important facts, numbers, and names
Item 3: Write down content words and omit function words
Item 4: Write down important details of each main point
Item 5: Try to write down everything
The chart reveals that a significant majority of students, 93%, prefer using abbreviations or symbols instead of full words Additionally, 67% of students favor writing down essential facts, numbers, and names, while 65% opt to note only content words, omitting function words for efficiency Furthermore, nearly half of the students, 47%, believe that recording important details for each main point enhances their note-taking skills In contrast, only 13% of participants prefer to write down everything they hear Some students also shared their unique note-taking methods, such as creating charts to connect ideas or maps to visually represent information.
3.1.1.3.6 Students’ opinions on activities to improve their note-taking skills in listening lessons
Figure 6: Students’ opinions on activities to improve their note-taking skills in listening lessons Note:
Item 2:Learn to use abbreviations, initials, shorthand, key words, or symbols to represent the ideas more quickly and clearly
Item 1 Item 2 Item 3 Item 4 Item 5
Item 3: Practise in groups to share and compare the notes
Item 4: Takes a lot of time to practise taking notes while listening to English programs Item 5: Review the notes and write down the summary
A recent survey on students' opinions regarding activities to enhance their note-taking skills in listening lessons shows that an overwhelming 97% believe that expanding vocabulary is crucial for effective note-taking Additionally, 90% of students value learning to use abbreviations, initials, and symbols to convey ideas more efficiently Furthermore, 70% agree that practicing in groups to share and compare notes is vital for skill improvement However, only 43% feel they should dedicate more time to practicing note-taking during English programs, and 37% advocate for reviewing notes and summarizing Some students suggested purchasing note-taking books for home practice or discussing techniques with peers from other schools.
3.1.1.3.7 Students’ expectations about teacher’s instruction to take notes
Figure 7:Students’ expectations about teacher’s instruction to take notes
Item 1 Item 2 Item 3 Item 4 Item 5
Item 1: Provide instruction and guidance to take notes
Item 2: Exploit different kinds of listening materials suitable to students’ ability and interest Item 3: Give feedbacks to improve students’ note-taking skill
Item 4: Design more suitable listening tasks to students’ levels
Item5: Offer students as many chances to listen again as necessary
The bar chart highlights students' expectations regarding teachers' instruction on note-taking, indicating a significant impact on their skills A substantial 77% of students believe that teachers should provide guidance for effective note-taking during listening lessons Additionally, 73% of participants expressed the need for diverse listening materials tailored to their abilities and interests, facilitating both intensive and extensive practice Furthermore, 53% of students found teachers' feedback crucial for enhancing their note-taking skills, while 43% expected listening tasks to be appropriately designed for their levels Conversely, only 23% of students wished for more opportunities to listen again, hoping their teachers would encourage note-taking through repeated listening chances.
Conclusion
Recapitulation
This study investigates the impact of note-taking techniques on improving listening skills among ninth-grade students at Sao Vang Secondary School Conducted with thirty students and two English teachers, data was collected through questionnaires and interviews The findings indicate significant insights into how these techniques enhance student listening abilities, leading to key conclusions about their effectiveness in educational settings.
Students and teachers at Sao Vang Secondary School recognize the significant advantages of note-taking techniques in enhancing listening skills They emphasize that these skills improve concentration during the listening process, aid in retaining information, and facilitate easier review and recall of the material.
Taking notes can present various challenges, including limited vocabulary, the speaker's rapid pace, and difficulties in simultaneously listening and writing.
In listening lessons, both students and teachers employed various note-taking strategies, such as using abbreviations or symbols in place of words and focusing on content words while omitting function words to save time To address challenges in implementing these techniques, several effective solutions were suggested, including enhancing vocabulary, engaging in group practice to share and compare notes, and practicing note-taking while listening to English programs.
The findings outlined will serve as a foundation for the author to offer pedagogical recommendations aimed at enhancing the teaching of listening skills through effective note-taking techniques in the subsequent section.
Implications
Effective note-taking significantly enhances students' listening comprehension, although mastering this skill requires time and practice To maximize its benefits, teachers should provide students with sample notes on common topics to illustrate how to identify important information (see Appendix 5 for examples) Additionally, educators must consider students' typical challenges and offer tailored strategies to improve their note-taking abilities Based on the study's findings, several key tips are recommended to optimize the use of note-taking techniques in teaching and learning listening skills.
To enhance note-taking efficiency, eliminate unnecessary small connecting words like "is," "are," "the," and pronouns such as "they" and "this." Removing these words can help capture the core meaning of sentences quickly However, retain essential words like "and," "in," and "on" to ensure comprehension of the listening material.
Using abbreviations and symbols in note-taking can significantly enhance speed and efficiency According to Baker, H., employing these techniques allows individuals to capture information more quickly Implementing recommended tips for creating effective abbreviations and symbols can further streamline the note-taking process.
Leave out periods in standard abbreviations cf= compare eg= example dept= department
Use only the first syllable of a word pol= politics dem= democracy lib= liberal cap= capitalism
Use entire first syllable and only 1st letter of 2nd syllable
Eliminate final letters Use just enough of the word to form a recognizable abbreviation assoc= associate bio= biology info= information ach= achievement chem = chemistry max= maximum intro= introduction conc= concentration
Omit vowels; retain only enough consonants for a recognizable skeleton of the word ppd= prepared prblm= problem estmt= estimate bkgd= background
Form the plural of a symbol or abbreviated word by adding “s.” chpts = chapters egs= examples fs= frequencies intros = introductions
In the realm of digital communication, using shorthand can enhance efficiency For instance, "g" signifies "ing" endings, such as ckg for checking and estg for establishing Additionally, symbols streamline comparisons: ">" indicates larger than, while "