Note taking the use of note taking skill in english listening

ABSTRACT
The purpose of the graduation paper is to study the use of note-taking of
the second-year English major students at ThuongMai University. The author has
also cultivated in his mind the idea of providing the students with a rich source of
information and future research priorities concerning the theme "the use of notetaking skill in English listening". Methodologically, note-taking studies were
researched by questionnaire survey and interviewing students. The search notes
focused on the theory underlying note-taking and the findings of the previous
studies. Note-taking performs a crucial function in improving English listening
skill.

1


ACKNOWLEDGEMENT
Foremost, I would like to express my sincere gratitude to my supervisor
Mrs. Nguyen Thi Bich Ngoc for her continuous support for my study, for her
patience, motivation, enthusiasm, and immense knowledge. Her guidance helped
me in all the time of research and writing of this graduation paper.
Besides my supervisor, I would like to thank ThuongMai University and
English Faculty of ThuongMai University for creating favorable conditions for
me to do my graduation paper.
I’d like to send my sincere to my family for their support during the
development of this graduation paper.

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TABLE OF CONTENTS
ABSTRACT...........................................................................................................i
ACKNOWLEDGEMENT....................................................................................ii
LIST OF ABBREVIATIONS................................................................................v

LIST OF TABLES AND FIGURES.....................................................................vi
Chapter 1: OVERVIEW OF THE STUDY..........................................................1
1.1 Rationale....................................................................................................1
1.2 Previous studies..........................................................................................2
1.3 Aims of study.............................................................................................3
1.4 Research subjects.......................................................................................3
1.5 The scope of study......................................................................................3
1.6 Research Methology...................................................................................3
1.7 Organization of the study...........................................................................4
Chapter 2: THEORETICAL BACKGROUND.....................................................5
2.1 Listening comprehension.............................................................................5
2.1.1 Definition of Listening comprehension.................................................5
2.2

Note-taking..............................................................................................6

2.2.1 Definition of Note-taking.....................................................................6
2.2.2 The importance of note-taking while listening.....................................7
2.2.3 Effective note-taking techniques while listening...................................8
Chapter 3: DATA ANALYSIS.............................................................................16
3.1 Result from survey questionnaires for the second-year English students
Major of ThuongMai University......................................................................16
3.2 Analyzing from the students’ interview questions......................................28
3.2.1 Students’ attitude toward listening skill...............................................28
3.2.2 Students’ attitude toward taking notes while English listening............28
CHAPTER 4: SOME SUGGESTED TECHNIQUES.........................................30
4.1 Improve English listening skill..................................................................30
4.2 Use symbols and abbreviations..................................................................31
4.3 Use Mind Maps..........................................................................................34
4.4 Use Cornell method to take notes..............................................................35

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4.5 Other techniques........................................................................................36
4.5.1 Make clear and accurate notes.............................................................36
4.5.2 Use Colors...........................................................................................36
4.5.3 Write phrases, not full sentences..........................................................37
4.5.4 Take notes in your own words.............................................................38
4.5.4 Organize your notes.............................................................................38
4.5.5 Underline, circle your notes.................................................................38
4.5.6 Think while you take note...................................................................38
CONCLUSION..................................................................................................viii
REFERENCES....................................................................................................iv
APPENDIX..........................................................................................................xi

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LIST OF ABBREVIATIONS
→: to
+ : add
: Lead to

5


LIST OF TABLES AND FIGURE
Table 1: English listening level of second-year English major at ThuongMai
University............................................................................................................16

Table 2: Frequency of taking note while listening to English of the second-year
English student majors of ThuongMai University...............................................18
Table 3: Frequency of students in trying to write down everything tape or
lecturers said.......................................................................................................19
Table 4: Frequency of students in using symbols and abbreviations to take notes
while listening to English....................................................................................19
Table 5: Students using mind map in their notes.................................................21
Table 6: Frequency of students in leaving a space between entries to fill in it
missing information while taking note................................................................22
Table 7: Frequency of students in using two-column method to take notes........23
Table 8: Frequency of students in reviewing and editing your notes after listening...24
Table 9: Self-rate note-taking skill in English listening skill of students.............26
Y
Diagram 1: English listening level of second-year English majors at ThuongMai
University............................................................................................................17
Diagram 2: Frequency of taking note while listening to English of the secondyear English student majors of ThuongMai University.......................................18
Diagram 3: Frequency of students in using symbols and abbreviations to take
notes while listening to English...........................................................................20
Diagram 4: Frequency of students in using mind map to take notes...................21
Diagram 5: Frequency of students in leaving a space between entries to fill in it
missing information while taking note................................................................22
Diagram 6: Frequency of students in using two-column method to take notes. . .24
Diagram 7: Frequency of students in reviewing and editing your notes after
listening...............................................................................................................25
Diagram 8: Self-rate note-taking skill in English listening of students...............26

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Figure 1: Prestyn Kylie (2015, April19) some abbreviations for taking note........9

Figure 2: Mind mapping information and advices, how to make a mind map.....13
Figure 3: Two - column method to take notes.....................................................14
Figure 4: List of Abbreviations...........................................................................32
Figure 5: List of Internet Acronyms....................................................................33
Figure 6: An example of a mind map..................................................................34
Figure 7: An example of the Cornell note-taking method...................................36
Figure 8: Using different colors to take notes......................................................37

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Chapter 1: OVERVIEW OF THE STUDY
1.1 Rationale
Today, English is the most commonly used language in the world. It is the
language of science, technology, technology, commerce and information across
the globe. English has become a compulsory subject in most schools in Vietnam,
especially in universities. During the course of learning English at Thuong Mai
University, especially in the field of listening in the second year, I myself
discovered that if Vietnamese people can master the listening skills, the problem
of settling listening to English will be overcome.
Listening is an important part as well as an essential means of language
acquisitions. In the mid twentieth century, Bloomfield (1942) ever declares that:
“One learns to understand and speak a language primarily by hearing and
imitating native-speakers”. Although this saying a little looks down on the
written language, it is true to assume the indispensable role of listening skills in
learning English. Lundsteen (1979) also affirms that listening is the first language
skill to appear. In chronologic order, children listen before they speak, speak
before they read, and read before they write. From this point of view, the
importance of teaching listening can well be seen and it is now regarded the first
and foremost skill to be acquired in learning a new language.

In fact, English Faculty of ThuongMai University offers listening courses to
all the students of English Faculty. However, the second-year students are not
professional listeners, so obviously they do not have a wide knowledge about
note-taking skill. Furthermore, they do not know how to take note fast, what to
note, etc. They tend to write as much as they can. This not only takes long time
but also go too far from the main idea. Sometimes, they note the less important
information and leave behind the main purposes of the speaker. All of problems
above lead to an unexpected result.
Together with many others skills in listening skill, note-taking plays very
important role because this stage supplements memory to have a better listening
skill. However, note-taking is not a simple skill. It requires very high
requirements. Students have to analyze, choose information and note down


while listening for speaker. Besides, the speed of speaking is faster than the
speed of writing, student must be fast to catch up with the speaker's idea. Thus,
it seems harder work for the second-year English majors at ThuongMai
University.
All the above reasons have inspired me to choose the subject: A study on the
use of note-taking skill in listening skill of the second-year English majors at
ThuongMai University and suggested solutions.
1.2 Previous studies
 “Note-taking and Information Retention and Recall” - A thesis submitted
to the College of Communication and Information of Kent State University in
partial fulfillment of the requirements for the degree of Master of Fine Arts by
Gary E.Meacher (May, 2012). This thesis offers a framework for the
development of Notable. He supposed that notable is a versatile tool that
functions in varied note-taking environments. Considerations for different
learning styles and activities that aid in information retention and recall are
uniquely utilized throughout the application. Ethnographic research was

conducted on middle school students to gain insight into their learning
environments, including the classroom, lecture styles, note-taking tools,
organizational methods and social interactions amongst teachers and classmates.
 "Notes on Note-Taking: Review of Research and Insights for Students and
Instructors" by Michael C. Friedman (Harvard Initiative for Learning and
Teaching Harvard University). This literature overview is designed as a resource
for both students and instructors to gain insight into what education research
reveals about note-taking. He said that note-taking is an acquired skill that
improves student learning and retention of information in a variety of domains
and subjects. Importantly, comprehension and production processes (which both
require working memory resources) are needed simultaneously for optimal
learning to occur, making effective note-taking difficult to accomplish. The
methods of assessment for notes can be relatively subjective or inconsistent from
one study to the next, which makes it difficult to uniformly capture what makes
for high-quality notes.


1.3 Aims of study
The study has purposes:
 To find out the use of note-taking skill in listening skill by second year
English majors in improving note-taking skill in listening class.
 To suggest some techniques to improve note-taking skill of the secondyear English majors of ThuongMai University.
1.4 Research subjects
 How to take note while listening to English by the second year English
majors at ThuongMai University?
1.5 The scope of study
English listening is a big theme. However, because of the limited time and
my knowledge, in this graduation paper, I only focus on the use of note taking
skill in listening of the second year English majors at ThuongMai University and
some techniques to improve note-taking skill for them. The study limits itself at

presenting how to take note while English listening of the second-year English
majors of ThuongMai University. Moreover, I concentrate on improving note
taking skill in listening class accessed in the view of students.
1.6 Research Methology
 With a hope that I could research successfully the topic "A study on the
use of note-taking skill in listening skill of the second-year English majors at
Thuong Mai University and suggested solutions" the following methods are used
in the research process:
 Firstly, interviews 300 second-year English majors of ThuongMai
University.
 Secondly, survey questionnaires for 300 second-year English students
Major of ThuongMai University.
 Finally, in order to accomplish the graduation paper, a flexible
combination of methods is used, which embraces collection, categorizing and
analyzing of data, and description of result.


1.7 Organization of the study
The study is divided into four parts:
 Chapter 1: INTRODUCTION presents the rationales, aims, research
subjects, scope, methodology and organization of the study.
 Chapter 2: THEORETICAL BACKGROUND - deals with the concepts
including listening and note taking skill in listening skill, types of listening, and
the roles of note taking skill in listening skill.
 Chapter 3: DATA ANALYSIS – shows the results of the survey and a
comprehensive analysis on the data collected.
 Chapter 4: SOME SUGGESTED TECHNIQUES


Chapter 2: THEORETICAL BACKGROUND

2.1 Listening comprehension
2.1.1 Definition of Listening comprehension
Listening is considered as one of the most important parts of the oral
communication. The term is used in order to make oral communication effective.
There was an idea that “Students spend 20 percent of all school related hours just
listening. If television watching and one-half of conversations are included,
students spend approximately 50 percent of their waking hours just listening. For
those hours spent in the classroom, the amount of listening time can be almost
100 percent”. Obviously, it is believed that listening is a significant and essential
area of development in a native language and in a second language, therefore,
there have been numerous definitions of listening and listening skill.
According to Howatt and Dakin (1974), listening is ability to identify and
understand what others are saying. This process involves understanding a
speaker’s accent and pronunciation, the speaker’s grammar and vocabulary and
comprehension of meaning. An able listener is capable of doing these four things
simultaneously.
Rubin (1995) conceived listening as an active process in which a listener
selects and interprets information, which comes from auditory and visual clues in
order to define what is going on and what the speakers are trying to express.
Purdy (1991) defined listening as “the active and dynamic process of
attending, perceiving, listening, remembering and responding to the expressed
verbal and non-verbal needs, concerns and information offered by the human
beings”.
Carol (1993) described listening as a set of activities that involve “the
individual’s capacity to apprehend, recognize, discriminate or even ignore”.
Wolvin and Coakley (1985) points out that listening is “the process of
receiving, attending to and assigning meaning to aural stimuli”. This definition
suggests that listening is a complex, problem-solving skill. The task of listening
is more than perception of sound. This view of listening is in accordance with
second-language theory which considers listening to spoken language as an

active and complex process in which listeners focus on selected aspects of aural
input, construct meaning, and relate what they hear to existing knowledge
(O’Malley & Chamot, 1989).
Recently, Imhof (1998) stated that listening is “the active process of selecting
and integrating relevant information from acoustic input and this process is
controlled by personal intentions which are critical to listening”.
Rost (2002) confirmed, “Listening is experiencing contextual effects‖ which
can be translated as ―listening as a neurological event (experiencing)
overlaying a cognitive event creating a change in a representation”, etc
2.2 Note-taking
2.2.1 Definition of Note-taking
Note taking is to record and capture the essence of information, Moreover,
recording the key points of information from another source, such as an oral
discussion, lectures, books, and other sources in a systematic way. In other
words, learners have to gather the information together in a way that makes sense
to them, and choose the appropriate method that suits their needs.
According to Shelley O'Har, "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.”
And Walter Pauk and Ross J.Q. Owens supposed that "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."
According to Monereo,C. , note-taking is the hegemonic study activity at
university and the main ground for education interaction between teacher and
students. This observation has given rise to an increasing and interest in studying
students' note-taking and its impact on learning
So in my opinion, note taking is an essential skill for university students, but

taking notes and integrating information from many sources, including textbooks,
labs, online discussions, lectures, and/or seminars, can be challenging. Take time


to explore different note-taking methods in order to determine which method
works best for you and your course requirements.
2.2.2 The importance of note-taking while listening
Taking notes is a skill we all use, to some extent, recording useful
information, and identifying key points within it, as a part of organizing the daily
life. Hence, learners need to develop this skill. Good notes should be accurate,
clear and concise. Taking notes helps the learner to maintain a permanent record
of what they have listened to.
K. Dietsche, submitted these tips for a project in 2000. –DGJ“As an adult
student, and mother of three college-aged children, experience has taught me the
importance of good study skills and habits. Not only can a student “survive”
college with these skills, they can actually do quite well. I took the opportunity to
write this paper with my children in mind. Learning how to take lecture notes
effectively is the first step college students need to make the transition from high
school to college easier.”
According to Walter Pauk, people lose their retention at the following rates:
 20 minutes 47% forgotten
 1 day 62% forgotten
 75 days 75% forgotten
 78 days 78% forgotten
Hence, having notes to fall back on for review is essential for attaining good
grades.
Note taking, in addition to helping retention, allows students to become
effective learners. George Dudycha, a professor of psychology at Wittenberg
College states, “The taking of notes facilitates learning. When one takes notes he
attends to what is said and done; he analyzes and thinks rapidly about what he

sees and hears; and finally he records his observations. Attending to, analyzing,
and doing something about a class lecture means the student is actively engaged
in those activities that are essential to effective learning.” He goes on to say that
notes are “the cues that stimulate recall”.


College academic and learning skill centers actively promote the use of notetaking in lectures to improve a student’s learning capabilities:
 Note-taking is one way to enhance listening, and using a systematic
approach to the taking and reviewing of your notes can add immeasurably to
your understanding and remembering the content of lectures (Berkeley College).
 Effective note taking is an essential part of any successful academic
study program. It is a high level skill, involving such complex cognitive
processes as analyzing, synthesizing, writing, evaluating, and reviewing. But
more than anything else, it requires active listening (University of Texas at
Austin).
2.2.3 Effective note-taking techniques while listening
2.2.3.1 Learn to abbreviate and use symbols
Another important thing that should be taken into account in taking notes is
the use of abbreviations and symbols. Wallace (1984) indicated that this strategy
can save a lot of valuable time. Learners should avoid the counterproductive
effect of using abbreviations and symbols that they would not be able to
understand later. Learners should be careful in the use of this aid to quick note
taking.
Fisher and Harris (1994) found that students perform note-taking more
efficiently when they are allowed "to encode information" using abbreviations.
McKeachie (1994) suggests that abbreviating of spoken information leads to an
increase to the number of words in working memory and improvement of subject
retention. Boyle (2001) concluded that use of abbreviations decreases hands and
eyes engagement and enable to record spoken information more efficiently.
Moreover, abbreviating the spoken word increases the attention and

concentration span, and provides more time for students to comprehend class
material. They can process spoken information into written form faster and it
enhances retention of the information and can lead to improvement in overall
organization of their notes. In addition, a higher writing speed allows more time
to pay attention to handwriting legibility and style to make notes legible and
readable.


Figure 1: Prestyn Kylie (2015, April19) some abbreviations for taking note
To sum up, abbreviations and symbols are, like other elements in notes, “a
means to an end, not an end in themselves” (Jones, 2002). What is the use of
abbreviations and symbols, if they do not help students to do his/her work better?
For the students to fully get benefits from note-taking, a system of abbreviations
and symbols that is logical, connected and unequivocal should be developed on
his or her own.
The main method for writing brief notes is to write only the key words that
convey the necessary meaning that you need. These key words can often be
abbreviated or symbolized. Walter Pauk suggests the following:


Use symbols



≠ = does not equal
f = frequency
< > = less than, greater than
↓ = decreases
Leave out periods in standard abbreviations.



ISU = Illinois State University
cf = confer
dept = department
Use only the first syllable of a word.



pol = politics
cap = capitalism
Use the entire first syllable and only the first letter of the second


syllable.

soc = sociology
ind = individual
subj = subject
Eliminate final letters. Use just enough of the beginning of a word to



form an easily recognizable unit.
assoc = associate
info = information
biol = biological
intro = introduction
Omit vowels from the middle of words. Retain only enough



consonants to provide a recognizable skeleton of the word.
skltn = skeleton
gvt = government
prblm = problem
bkgd = background


With words that have more than one ending, include the final

consonant.


demy = democracy
demt = democrat


Spell out short words. Time won’t be saved by shortening a word that is

already short.
ex.: in, at, to, for, but


Leave out unimportant verbs.

ex: went, came, be


Leave out a, the, and other unimportant adjectives.



Use symbols for commonly recurring connective or transitional words.

& = and
w/o = without
w/ = with
vs = versus
etc. = etcetera
→ = causes or leads to
2.2.3.2 Use mind maps in taking note
The term ‘Mind-map’ was coined in the late 1960’s by Tony Buzan. “A mind
map is a graphic technique provides a universal key to unlock the potential of the
bran. It harnesses the full range of cortical skills: words, images, number, logic,
rhythm, color and spatial awareness.”, stated by Tony Buzan (2012). Moreover,
a mind map captures and helps in recording, memorizing and connecting the
information in a visually expressive manner.
In other words, the map involves a combination of words and images.
Additionally, Buzan encouraged the use of at least three colors, symbols, and
codes to highlight or represent ideas. Furthermore, he argued that the approach
works best if people relax and their minds go free and be unrestrained by
conventional thinking. Mind mapping is claimed to be effective in helping people
to visualize, structure and classify ideas.
Buzan has identified the foundation structures of a mind map, although they
are open to individual interpretation:


 Start in the centre of the page with a keyword or phrase. It may also help
if you can conceptualise the topic as an image.

 Then use lines to extend out from the centre in a radiating pattern. The
lines closest to the core of the mind map can be thicker than those at the
periphery.
 Select key words and phrases, and position each word in its own space,
separate from others, on one of the extending lines. Each line is the same length
as the key word or phrase.
 Each line branches off from the earlier line to form another sub-concept or
sub-level of detail. Nevertheless, all extending lines at the periphery link back to
the mind map core.
 Make effective use of color, incorporating at least 3 colors throughout
your mind map. The colors you select can develop into your own code of
meaning. Here a certain color is used to connect key words and phrases in a
related topic and/or sub-topic area within the mind map.
 Use images, symbols, and codes, where relevant, throughout your mind
map. These may contribute to your own mind mapping style.
 Demonstrate emphasis and associations with the use of colour and
interconnecting lines. Alternatively, use your own techniques for emphasis and
showing associations between ideas.


Figure 2: Mind mapping information and advices, how to make a mind map
2.2.3.3 Two - column method to take notes
Kathleen T. McWhorter said that "This note-taking method is valuable for all
learners. Draw a vertical line from the top of a piece of paper to the bottom. The
left-hand column should be about half as wide as the right-hand column. In the
wider right-hand column, record ideas and facts as they are presented in a
lecture or discussion. In the narrower, left-hand column, note your own questions
as they arise during the class. When you go home and review your notes, add
summaries of major concepts and sections to the left-hand margin. This method
allows you to quickly review an outline or overview of a lecture by reading the

left-hand column and to study specific information and examples in the righthand column."


Figure 3: Two - column method to take notes
2.2.3.4 Review and edit your notes
Academic skills centers and other authorities on effective study skills
consider reviewing and editing class notes to be the most important part of note
taking and essential to increasing learning capacity.
 It is extremely important to review your notes within 24 hours.
 Edit for words and phrases that are illegible or don’t make sense. Write
out abbreviated words that might be unclear later.
 Edit with a different colored pen to distinguish between what you wrote
in class and what you filled in later.


 Fill in key words and questions in the left-hand column.
 Note anything you don’t understand by underlining or highlighting to
remind you to ask the instructor.
 Consider rewriting or typing up your notes.
Ann Dillon supposed that "Leave a space between entries so that you can fill
in missing information. Always review your notes after class for accuracy. If
something isn't clear, find out what you missed and add it to your notes”.
To sum up, taking note while listening to English plays very important role
because this stage supplements memory to have a better listening skill. However,
note-taking is not a simple skill. Students have to analyze, choose information
and note down while listening. Besides, the speed of speaking is faster than
writing’ speed, student must be fast to catch up with the speaker's idea. So, it is
necessary for them to improve note-taking skill.

Chapter 3: DATA ANALYSIS

3.1 Result from survey questionnaires for the second-year English
students Major of ThuongMai University
In this chapter, with data collected from the survey questionnaires, a
comprehensive analysis will be presented. It is the studying about the use of
notes-taking in English listening through the data from the questionnaire by the
means of pie charts and columns, laid our corresponding to the sequence of the
questions and draws out immediately conclusions at each figure.
Question 1: How do you rate your English listening?
Number
%
Very good
5
1.7
Quite good
18
6
Good
35
11.7
Normal
230
76.6
Bad
12
4
Total
300
100%

Table 1: English listening level of second-year English major at ThuongMai
University


90

80

76.6

70

60

50

40

30

20
11.7
10

6

4

1.7
0

Very good

Quite good

Good

Normal

Bad

Diagram 1: English listening level of second-year English majors at ThuongMai
University
The number from the table and chart indicates that majority of the secondyear English majors of ThuongMai University (76.6%) self-assess their listening
skills at a normal level and 4% of the students self-assess their listening skills at
poor level. Only 19.4% of students rated themselves good or better (1.7%
students: very good, 6% students: quite good, 11.7% students: good). This
information is just a personal ideal of the student but it shows the level of hearing
of most second year students in English at the normal level.


Question 2: How often do you take notes in listening lessons?
Number
%
Very frequently
30
10
Frequently
129
43

Occasionally
105
35
Rarely or never
36
12
Total
300
100
Table 2: Frequency of taking note while listening to English of the second-year
English student majors of ThuongMai University

12

10

Very frequently
Frequently
Occasionally
Rarely or never
35
43

Diagram 2: Frequency of taking note while listening to English of the secondyear English student majors of ThuongMai University
Regarding question 2 which related to frequency of taking note while
listening to English of the second-year English students major of ThuongMai
University, I can see that only 10% of students very frequently take note while
listening to English, 43% of students frequently take notes while listening to
English, 35% of students occasionally take notes while listening to English and
12% of students rarely or never take notes while listening to English.