Developing listening skill for freshment at faculty of english, hanoi open university through note taking

HANOI OPEN UNIVERSITY
FACULTY OF ENGLISH
====o0o====
CODE: 07

GRADUATION THESIS
TOPIC: DEVELOPING LISTENING SKILL FOR
FRESHMEN AT FACULTY OF ENGLISH, HANOI OPEN
UNIVERSITY THROUGH NOTE-TAKING

Name of student : Nguyễn Thùy Linh
Date of birth

: 29/10/1993

Class

: K18-BPD2

Supervisor

: M.A Nguyễn Văn Quang

HÀ NỘI - 2015


DECLARATION
I hereby declare that this graduation thesis is my own work and effort and
that it has not been submitted from any other studies. Where other sources of
information has been used, they have been acknowledges.

Hanoi, May 4th 2015
Student

Supervisor


ACKNOWLEDGEMENT
First of all, I would like to express my gratitude to Management Board
of English Faculty at Hanoi Open University for giving me a great
opportunity to carry out the research on graduation thesis.
I especially would like to offer my profound gratitude to my supervisor,
M.A Nguyễn Văn Quang from whom I received enormous guidance. Without
his useful and patient instruction, it is impossible for me to complete my
thesis.
Also, my special thanks go to students who willingly took part in
answering the survey questionnaire of this thesis.
Finally, I truly appreciate the encouragement of my parents and my
friends during my studies and my research as well.


TABLE OF CONTENTS
PART A. INTRODUCTION........................................................................ 1
1. Rationale ............................................................................................... 1
2. Aims and objectives of the study........................................................... 3
3. Scope of the study ................................................................................. 3
4. Research questions ................................................................................ 3
5. Methods of the study ............................................................................. 3
6. Design of the study ............................................................................... 4
PART B. DEVELOPMENT ........................................................................ 5
CHAPTER I. LITERATURE REVIEW..................................................... 5

1.1. Definition of note-taking .................................................................... 5
1.2. The influence of note-taking on listening ........................................... 6
1.3. Process of note-taking and skills required .......................................... 8
1.4. Five note-taking methods ................................................................. 11
1.4.1. The Cornell’s method ................................................................ 11
1.4.2. The Outlining method ................................................................ 12
1.4.3. The Mapping method ................................................................. 13
1.4.4. The Charting method ................................................................. 13
1.4.5. The Sentence method ................................................................. 14
CHAPTER II. MAIN FACTORS AFFECTING NOTE-TAKING
SKILLS AND CURRENT LEARNING NOTE-TAKING SKILL OF
ENGLISH MAJOR FRESHMAN AT HOU............................................. 15
2.1. Main factors affecting note-taking skills .......................................... 15
2.1.1. Internal factors ........................................................................... 15
2.1.2. External factors .......................................................................... 17
2.2. Current learning note-taking skill of English major freshman at Hanoi
Open University ........................................................................................ 18
2.2.1. Data collection - Survey questionnaire ....................................... 18
2.2.2. Data analysis .............................................................................. 19


CHAPTER III. SUGGESTIONS TO IMPROVE NOTE-TAKING
EFFECTIVELY FOR ENGLISH MAJOR FRESHMAN AT HOU ....... 28
3.1. Effective strategies for note-taking skills ......................................... 28
3.1.1. What to note? ............................................................................. 29
3.1.2. How to note?.............................................................................. 32
3.1.3. When to note? ............................................................................ 41
3.2. Enriching background and language knowledge .............................. 42
3.3. Providing reliable sources of study’s material .................................. 44
3.4. Eliminating psychology problems .................................................... 46

3.5. Improving teaching and training methods ........................................ 47
PART C. CONCLUSION .......................................................................... 50
REFERENCES ........................................................................................... 51
APPENDIX: SURVEY QUESTIONNAIRE............................................. 54


Graduation Thesis - 2015

PART A. INTRODUCTION
1. Rationale
In the modern world of international competition today, more and more
people have realized the role of learning foreign languages is undeniable so
the study of foreign languages is increasingly paid much attention in many
recent years. It is commonly believed that mastering languages other than
helps to experience a new culture easier but creates good opportunities for
study and working. People’s willingness to learn foreign languages depends
on two main things: interest and demand. In different cases, people will learn
another language because of their hobby. Otherwise, they learn a foreign
language as an instrument supporting and meeting their demands in life such
as: study, working, living, entertaining, etc. Anyway, mastering a new
language is always a highly appreciated work and needs more encouragement
and attention.
For English, nobody can deny the popularity of this language over the
world. Undoubtedly, the number of English speakers and learners is
increasing rapidly in many countries. It is official important transaction
language of many world major organizations namely the European Union or
the United Nations, etc. Additionally, in job recruitment, priority is often
given to candidates who have good English proficiency.
The ease and difficulty of learning English are different from person to
person in term of gender, age, nationality, environment, etc. However, easy or

difficult, studying English always focuses on four main skills which are
reading, listening, writing and speaking. No one can point out which skill is
the most important one because there is a tight relation between them, they
always support each other. Listening, reading, writing and speaking are all
equally important. However, listening and reading are often taught or learned
at the beginning because they are two major premises that help learners start
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learning from the root to the higher levels. Especially, listening helps learner a
lot in develop their first intuitions of a new language. Listening makes the
brain work more flexible and adjustable with foreign languages. The more
you listen to the language, the better ability in realizing what sounds correct,
what seems wrong like an ability you have in your mother tongue. Therefore,
after time learners can think and speak with correct grammar and vocabulary
naturally.
In Vietnam, foreign languages, especially English is countrywide
learned, many English courses, training centers and practicing activities are
being provided widely to everyone. Although the importance of learning
listening is highly focused in colleges and universities, English listening
proficiency of Vietnamese students is not high as expected. The level of
proficiency between English majors and other majors is very different. For the
majority of English major students at HOU, especially freshman, listening is
supposed the hardest skill for them to study. In addition, some seniors at HOU
who will face the upcoming English proficiency tests like IELTS or TOEIC
for their graduation assessment also acknowledge the difficulty of listening.

The main reason is that students do not apply the effective methods to
listening in order to activate them with motivation and interest and become
active learners. One crucial skill in listening is “note-taking”, a helpful
assistance material. It is important to English major students for its
advantages to facilitate listening. Effective note-taking is an important
practice that can be applied in all aspects of life, socially, at work and during
study. At university, note-taking helps students deal with information they
received by comprehending and processing it in order to serve later study
purposes.
For the above mentioned roles of note-taking, developing this skill for
English major freshman at HOU is a concerned issue, pressing for effective
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methods and a lot of learner’s attempt. This study is implemented to find out
current learning note-taking skill of first year students at HOU and introduce
some effective strategies to develop note-taking skills.
2. Aims and objectives of the study
The thesis aims at:
- Discovering current learning note-taking skills of English major
freshman at Hanoi Open University.
- Exploring internal and external factors that affect note-taking skills.
- Providing some suggestions methods to develop note-taking skills.
3. Scope of the study
Scope of this thesis is mainly about how to improve listening through
note-taking skill for first year student at English Faculty, HOU. With the

research about current leaning of students, the paper promotes some
suggestions and recommendations to develop note-taking skill effectively.
4. Research questions
The main question of the thesis is: how to improve listening for
freshman at English Faculty, Hanoi Open University through note-taking
skill. To answer this question, I indicate the following supporting questions:
1. Do note-taking skills help improving listening?
2. What are skills required in note-taking process and their roles?
3. How does English major freshman at HOU learn note-taking?
4. What are main factors affecting note-taking skills?
5. What are suggestions to improve note-taking effectively for freshman?
5. Methods of the study
The following methods are used in this graduation thesis include:
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• Collecting available information, statistics and figures from related
material and sources.
• Reviewing and sorting the data to form logical orders for each chapter.
• Survey questionnaire
• Data analysis
6. Design of the study
This thesis is divided into three parts: Introduction, Development and
Conclusion.
Part A. Introduction
This part includes six small parts:

1. Rationale
2. Aims and objectives of the study
3. Scope of the study
4. Research questions
5. Methods of the study
6. Design of the study
Part B. Development
This part consists of three main chapters:
1. Chapter I. Literature Review
2. Chapter II. Findings and discussion about current learning note-taking
skill of freshman at Faculty of English, HOU
3. Chapter III. Suggestions to improve listening skill for freshman at
Faculty of English, HOU through note-taking
Part C. Conclusion
References
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PART B. DEVELOPMENT
CHAPTER I. LITERATURE REVIEW
1.1. Definition of note-taking
Taking note is a very common process which is widely seen in many
activities in daily life. In teaching – studying, note-taking becomes an
essential part because it is considered as a helpful assistance material. Notetaking is an important part of the research process. Notes taken on class
lectures or discussions may serve as study aids. Notes taken during an
interview may provide material for an essay, article, or book. Note-taking is a

technique used by listener to assist their memory. McPherson (2012, p.5)
highlights “note-taking is properly the most common study strategy” During
listening process, memory is the key to listen successfully while a good note
can be a useful supporting material. McPherson (2012, p.11) writes “Notetaking is primary a tool to encode information effectively in your memory.”
Linguists have their own different view of note-taking’s definition. Paulk
and J.Q.Owens (2013) states “Taking notes doesn't simply mean scribbling
down or marking up the things that strike your fancy. It means using a proven
system and then effectively recording information before tying everything
together."
O’Hara (2005) describes note-taking skill is the combination of several
stages , that is "Taking notes involves active listening, as well as connecting
and relating information to ideas you already know. It also involves seeking
answers to questions that arise from the material."
Besides listening, note-taking plays a major role in interpretation. Its
value is widely recognized. Gillies (2005) writes that “It is important to
analyse the source text before taking down any notes. Learning the notetaking technique is learning to analyse the source text.” Analyzing the source
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text is a crucial stage in the while-listening stage which listener should pay
much attention to. Gillies (2005) also describes “Note-taking is a mechanical
activity which can be automatic. The technique must be learnt by doing.”
In daily life activity or academic aspect as teaching and learning, notetaking has always been a basic and essential activity for recording key points
of information. Note-taking is the practice of recording information captured
from another source. It allows note takers to have written records of all the
necessary information that are heard, listened, seen or read before to have a

chance to recall them.
1.2. The influence of note-taking on listening
Note-taking is a sub-skill in listening and one of the most effective
techniques to listening effectively. Basically, efficient note-taking is
necessary for students to have a record of lectures for future study and review.
Furthermore, it is the best assistant material in leaning listening subject, doing
listening tests and also for translation and interpretation. A good note does not
stop at recording everything listener could hear but the information which is
noted must be recorded selectively. The data recorded in a good note must
meet the requirements such as concise, brief and presented clearly,
systematically. The note of a listener is a miniature painting of words, speech
which have their own meaning presented. It reflects the attention, ability and
care of the note-taker. Thus, it is can be said that note-taking is one of the
important skills that students, especially students of English major should
learn and be taught carefully and systematically.
As human’s memory is depended on type of person, it can be short or
long, slow or quick. No matter how good your memory, you cannot possibly
remember everything. So taking notes is the best technique. According to
Ferris and Tagg (1996) lack of note-taking skills and problems with notetaking as well as listening comprehension are troublesome areas most often
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reported by international students. Consequently, students’ lack of
comprehension obviously cannot have good result of study. Purdy (1996,
p.12) emphasized: “Comprehensive listening is listening for an understanding
of a message.” It is critical for learners to master note-taking for school,

work, and life in general. A good reason to take notes is that you can never relisten to speech or a presentation. You must take every opportunity to record
and keep information so you can use it later. Another illustration for the
importance of note-taking in listening can be referred to memory. The
imperfect human’s memory often leads to numbers of disappearance of the
content of what they listen to. In fact, many good language learners claim that
when they listen, they somehow can follow the speakers easily, but when it
requires remembering it later, they find it is not totally an easy task. This
situation sounds common and may be acceptable in daily life. However, this
is a serious problem that has to be taken into more consideration in studies on
language. One method to minimize the problem with memory in listening is
to apply note-taking skills.
Some linguists have found positive relationships between note-taking
and learning. According to Hartley and Davies (1978), out of 35 studies on
the effects on note-taking, 17 studies found that the note-takers performed
better than the non-note-takers, 16 studies found no difference, 2 studies
found that note-taking interfered with performance. In their study, Titsworth
and Kiewra (2004) pointed out that spoken organizational lecture cues
boosted the number of noted organizational points and details by 39 and 35%.
As another alternative result to their research, it was confirmed that notetaking resulted in about 13% higher test achievement than not taking notes.
Despite the undeniable importance of note-taking, this skill has not been
paid enough attention to. In fact, a question that many educators and students
have wondered about is why note-taking is rarely taught carefully in school,
even for language major students? According to Ornstein (1994) “note-taking
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should be part of the curriculum.” Many linguists and educators believe that
note-taking is a crucial skill especially in the subjects and activities involved
listening skill so that it should be taught correctly for language learners.
To sum up, note-taking plays an important role in everyday life. It is a
skill everybody uses, to some extent, as part of organizing daily life and
routine, recording information, and identifying key points within it. For
student, especially university student, note-taking is very essential in some
specific cases involved listening such as when you attend lecturers, practice
listening and speaking subject, do a proficiency test. Admittedly, the impact
of note-taking on listening is undeniable. Summarizing some major roles of
note-taking, they are:
• When you are listening, taking notes helps you concentrate. In order to
take notes - to write something sensible - you must understand the text.
Therefore, taking note boosts your brain to think, to analyze, and to
comprehend the listening input. Taking notes does not mean writing down
every word you hear; you need to actively decide what is important and how
is related to what you have already written.
• Notes help you to retain a lot of important information when listening
so it will be very helpful in learning purposes.
• Note-taking is a complex process with many stages involved so
practice note-taking not only improve listening but also build a good habit of
self-practicing, in general.
1.3. Process of note-taking and skills required
The process of note-taking is actually a complex set of many stages in
which note taker is required the several skills. First of all, about the notetaking process, Soar (1996) describes that note-taking is a three part process
of observing, recording, and reviewing. There is a tight connection between
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three stages of note-taking process. Ellis (2014) emphasizes the connection:
“Each part of the process is essential and each depends on the others. Your
observations determine what you record. What you record determines what
you review.” Therefore, note taker always has to do the right things from the
first step in order to produce a good note that can show clear review of the
information listened when looking back at the note. The process of notetaking can be viewed from the figure below:
Figure 1
Observing

Recording

Reviewing
The flowchart above shows the process of note-taking which consists of
three main stages: observing, recording and reviewing.
• Observing
Observing is the first stage in note-taking process which is likely related
to preparation stage. In observing stage, listener should be prepared well
before listening. To be more specific, in this stage, the most important skills
are concentrating, detecting and predicting. It can be simplified with a real
situation when a student does a listening test. The first essential thing the
student should do is to pay attention and focus on detecting all the key clues
in available text as well as predict the question and guess what the listening
input is about to be better prepared before listening. Ellis (2014, p.181) notes
the importance of predicting listening test question as “Predicting test
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questions can do more than get you a better grade. It can also keep you
focused the purpose of a course and help you design your learning
strategies.” Target of this technique is to help students better prepare
appropriate context for better note-taking during listening activity.
Concentration is the basic and important element for every activity.
When taking note, student should always concentrate on it at the beginning
until the end. Concentration can be boosted by focusing on the only main
purpose. Therefore, student has to determine their purpose when listening is
to take note the important information effectively.
• Recording
The second stage, recording is the stage in which student has to listen
and process what they can listen to note them into their paper. Recording
stage consists of understanding, analyzing, remembering and taking note.
It is important to understand what you are listening the context and
meanings of the words that are heard. The role of understanding skill is to
help note-takers provide sufficient language proficiency and appropriate
background knowledge.
Analyzing skill in the note-taking process during which you critically
assesses the information you received from the listening input. You should
determine that not everything you listen is important and relevant so
remember to analyze information selectively and systematically.
Remembering skill is essential to the note-taking process because you
need it to retain the information you listen. Remembering details, ideas and
concepts from what you listen to write them down in your notes requires good
remembering skill. The role of remembering skill is to show how much
listener process what they listened to effectively. Undoubtedly, depending on

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short or long-term memory, the effectiveness of listening will comes out
differently.
Recording stage requires note-taker to understand, analyze, remember
and taking note simultaneously. When taking note, the principle factors note
takers should keep in their mind is: what to note, how to note and when to
note.
What to note? They are main ideas, main verbs, keywords and relevant
information.
How to note? To increase the speed of note-taking process, note-takers
should frequently use abbreviation, symbol.
When to note? By the skill of sensing the context and meanings of the
words that are heard, note-takers should note immediately when they can
understand the context.
• Reviewing
Reviewing stage is the final stage which requires note-takers have skills
to edit their notes, to complete by filling the missing information during notetaking process. This stage means avoid conflict and misunderstand. It helps to
better understand what the meaning of the speaker and improve the ability of
listening.
1.4. Five note-taking methods
1.4.1. The Cornell’s method
The Cornell method provides a systematic format for condensing and
organizing notes without laborious recopying. After writing the notes in the
main space, use the left-hand space to label each idea and detail with a key

word or "cue."

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The method of taking note can be demonstrated as following. Draw a
line vertically down your paper, leaving 2.5 inches on the left and 6 inches on
the right. When taking note, take down important information in the six-inch
area of the page and leaving space on the left to summarize the main point
with a cue word or phrase. When the information is set and the next points are
coming, skip few lines and try to fill it when possible after finishing listening.
To review or test the information noted down, cover your notes with a card,
leaving the cues words or phrases. Say the cue out loud, and then say as much
as you can of the material underneath the card and trying to remember as
much information as possible. Then check to see if you remembered
correctly.
The Cornell’s system works effectively for reviewing and studying. This
is a simple and efficient way of recording and reviewing notes with an easy,
organized and systematic format of notes.
1.4.2. The Outlining method
Outlines tend to proceed down a page, using headings and bullets to
structure information. A common system consists of headings that use Roman
numerals, letters of the alphabet, and Arabic numerals at different levels.
How to outline the note is described as following. Before listening, write
down in points in an organized pattern on your page. Place the most major
points at first line and farthest to the left. In turn, note the sub points then the

details below to the right with the indent. The space of indent will indicate the
level of importance of each point.
There are three main advantages of Outlining method. Firstly, it makes
the note well-organized and systematic. Secondly, strong point of this method
is to record content as well as relationships properly. Finally, it also reduces
editing time. Besides that, taking note by using Outlining method is easy to
review by turning main points into questions.
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1.4.3. The Mapping method
Mapping is a method that uses comprehension and concentration skills
and evolves in a note taking form which relates each fact or idea to every
other fact or idea. Mapping method is a graphic representation of the content.
It is a method that maximizes active participation, affords immediate
knowledge as to its understanding, and emphasizes critical thinking.
Mapping method is usually referred to tree structure which can be
constructed by drawing from a central point, main topic, goal, etc. in the
center of the page and then branching outward to identify all the sub points,
details and ideas connected to those major ones.
This note format helps you to visually track your lecture regardless of
conditions. Another advantage is that it requires little thinking and
relationships can easily be seen. Moreover, it is also easy to edit and design
your notes.
1.4.4. The Charting method
The Charting method is used when note about different objects with the

heavy and classified content.
This method bases on setting up your paper by drawing columns and
labeling appropriate headings in a table. Determine the categories to be
covered in the lecture. Set up your paper in advance by columns headed by
these categories. When listening, you record information (words, phrases,
main ideas, etc.) into the appropriate category.
The Charting method helps you track conversation and dialogues where
you would normally be confused and lose out on relevant content. It also
helps to reduces amount of writing necessary. Furthermore, it provides easy
review mechanism for both memorization of facts and study of comparisons
and relationships.

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1.4.5. The Sentence method
When listening to somewhat organized, but heavy with content which
come fast, it is useful to use the Sentence method.
In Sentence method, note taker will write every new point, fact or topic
on a separate line. When taking these notes, you can number them or bullet
them.
The obvious strong points of this method is more organized than the
paragraph and still records most of the information. This strategy is short and
helpful, especially when a professor or teacher may need to read the notes.
Summary
In conclusion, the Chapter I. Literature Review is a synthesis part

including definition, process, methods and importance of note-taking skills
based on available sources of information. In addition, it aims to illustrate the
undeniable importance of listening and note-taking skills with their enormous
influence on student’s English ability. Obviously, listening must be the top
priority and note-taking is effective strategy for every learner who wishes to
master English. The first chapter is also the important initial part leading to
further analysis in chapters afterwards.

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CHAPTER II. MAIN FACTORS AFFECTING NOTE-TAKING
SKILLS AND CURRENT LEARNING NOTE-TAKING SKILL OF
ENGLISH MAJOR FRESHMAN AT HOU
2.1. Main factors affecting note-taking skills
Literature review shows that note-taking process can be affected by
various factors which can be identified as internal and external. Internal
problems refer to the background knowledge, language proficiency like
grammar, vocabulary, pronunciation and psychological problems like
memory. External factors are related to situation, language input’s content
which student sometimes may not avoid.
2.1.1. Internal factors
• Language proficiency
In general, it is undeniable that language proficiency is a major factor
that affects foreign language ability of students. Note-taking skills cannot be
better when listening proficiency is first influenced internally.

It is well-known that vocabulary, grammar and pronunciation are
foundation linguistic assessments of language which influence every aspect of
language learning. Weak vocabulary and grammar leads students to
ineffective learning and reduces the ability of expressing ideas verbally and
non-verbally. When taking note, students have to face the fact that they
cannot rely totally on the available context like reading, they have to listening
for comprehension, for the meaning to select and write down important
information in their paper under time limitation. Therefore, lacking
vocabulary and grammar is one big obstacle that initially affects listening and
note-taking proficiency. In some cases, missing and misunderstanding few
keywords, few main points may severely prevent students from taking down
correct information.

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In terms of pronunciation, English freshman often encounter
pronouncing gaps because of the wrong concept of pronunciation. Many
students frequently have problems in distinguish some pairs of vowels such as
/i/ and /i:/ or /ɑ/ and /æ/; consonants such as /s/ and /ʃ/. For example, some
students may misunderstand those common pairs of words: feet – fit, sellshell, held-hell, live-leave, ship-sip, etc. The wrong concept of pronunciation
leads to many common mistakes in their learning. In some cases, when
listening to native speakers, students find it hard to distinguish words because
speakers sometimes use liaison and elision. Pronunciation could be one of the
most difficult fields making listening burdensome. In other words, once
listening is limited note-taking process cannot go on correctly.

• Background knowledge
In note-taking process, all stages require students must have certain
knowledge about the topic they are going to listen. Coady (1979) emphasizes
the role of good background knowledge in learning English as he states:
“Background knowledge becomes an important variable when we notice, as
many have, that students with a western background of some kind learn
English faster, on the average, than those without such a background.” When
taking note, students have to use their brain to better note-taking process by
applying other abilities. Lacking background knowledge, many students may
have problems in identifying main idea when they are listening, and they have
weak ability of prediction and inference. Students who lack background
knowledge are easy to encounter some nonsense mistakes when they try to
impose their own culture and language into the language they are learning.
• Psychology problems
Besides language proficiency and background knowledge, psychology
factors like memory and habit are parts of learning ability. Psychology factors
may include memory, attention, habit, or anxiety, etc.
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When students are under certain pressures about psychology factors, it is
impossible for them to study well.
Firstly, memory belonging to cognitive processing system plays a
significant role in listening proficiency. The importance of listening has been
found in many studies and researches about psychology. Human memory is
not permanent, thus, everything you hear may be forgotten over time if you

do not tend to retain it. In fact, as listening and note-taking process occurs in a
very limited time so it is very hard for all students to store all the information
in their brain then express them into their note effectively because memory is
different from person to person. Memory affects severely note-taking process.
Secondly, attention is another important factor supporting effective
listening and note-taking skills. In terms of concentration level, some students
cannot pay attention on what they are listening and often being absent after
few minutes of listening. It is such a common habit of students who have
listening difficulties or loss their interest in listening which greatly affects
their learning ability.
In some cases, another factor – anxiety sometimes affect student’s
listening ability which obviously affect note-taking process. Generally, among
many skills of learning English, students often show their anxiety in listening
and speaking partly because they have to interact with other people, unlike
reading and writing, they do them alone. Anxiety is often present when
students cannot listen or miss some necessary information. It affects both
listening and note-taking process directly by reducing listener’s concentration
and flexibility which may causes many mistakes.
2.1.2. External factors
• Speaker’s speed
When taking note, every student wishes to note down as much as
important information as possible but due to many internal factors as well as
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time limitation it is difficult to do so. When referring to time, we think about

speed. In listening, the speed of speaker controls the process. In different
situations, the speed of speaker has a great or little impact on listening ability
of students. It is also one of the main causes for student’s anxiety. Many
students experience the anxiety during listening and note-taking process when
they find it difficult to recognize words, never talk about identifying
important phrases and points. Therefore, speaker’s speed is considered an
external factor that students may not avoid but can partly conquer by frequent
practice.
• Language input’s content
Another external factor is language input’s content. Different contents
of listening input will influence listener’s ability. It refers to certain amount of
language proficiency and background knowledge of each student.
Specifically, in different situations, if students come across the listening
topics they are familiar with, they will obviously listen and take note more
effectively. Familiar contents of listening input help students to have interest.
In addition, with such topics, it is easier for students to remove anxiety and
being focused on the whole listening and note-taking process.
2.2. Current learning note-taking skill of English major freshman at
Hanoi Open University
2.2.1. Data collection - Survey questionnaire
In order to complete chapter II of the thesis, collecting and analyzing
data from a survey questionnaire is conducted. The questionnaire which
consists of seven questions aims at English major freshman in Hanoi Open
University. The questionnaire concentrates on gathering information to
answer the question: “How does English major freshman at HOU learn notetaking?”
• Student’s current problems in learning note-taking skills
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Graduation Thesis - 2015

• The influence of main factors affecting note-taking skills
The answers to the questionnaire will help to find out level of learning
and difficulties of English major freshman at HOU, since then propose some
suggestions and solutions to improve note-taking skills.
2.2.2. Data analysis
2.2.2.1. Student’s current problems in leaning note-taking skills
First of all, the survey questionnaire starts off with two questions about
student’s opinion about the most important skill in listening and the frequency
of practicing note-taking. Obviously, the improvement of every subject relies
on student’s frequency of learning and practicing it.
Table 1
Question: Which is the most important

Result

skill in listening?
A. Predicting

15%

B. Inferring

7%

C. Summarizing

0%

D. Skimming, scanning

0%

E. Note-taking

50%

F. Remembering

28%

About the first question, as can be seen from the Table 1, the importance
of note-taking is highlighted as 50% of the answerers choose it. The
percentage number shows that English freshman at HOU partly concern about
this crucial skill in listening. Half of the answerers think note-taking is the
most important skill to improve listening indicates that students are trying
their best to develop the listening proficiency along with other skills.
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Graduation Thesis - 2015

Meanwhile, the data for other skills like predicting and inferring are 15% and
7% respectively. The numbers show that freshman at HOU, yet, have not paid
consider attention to essential sub-skills in listening. In listening as well as
note-taking, the two sub-skills are really helpful to get information. 28% of

answers choose remembering is another second important skill in listening. It
shows that English major freshman at HOU really acknowledge the role of
their brain in learning.
Table 2. Answers of first-year students
Question: How often do you practice note-

Result

taking?
A. Always

0%

B. Often

24%

C. Sometimes

24%

D. Rarely

41%

E. Never

11%
Table 3. Answers of fourth-year students

Question: How often do you practice note-

Result

taking?
A. Always

22%

B. Often

33%

C. Sometimes

45%

D. Rarely

0%

E. Never

0%

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