INTRODUCTION
BACKGROUND TO THE STUDY
Research by Langan (2002) indicates that learners may forget over 80% of what they hear within two weeks, and only 5% may remain after four weeks To combat this rapid forgetting, students should take effective notes during class to enhance understanding and retention However, many first-year English majors at Binh Duong Teachers’ Training College struggle with note-taking, often transcribing every word spoken rather than capturing key ideas, resulting in incomplete notes that cover only 20-40% of important concepts They also lack knowledge of using abbreviations and symbols, which hinders their ability to keep pace with lectures More thorough notes lead to better mastery of the material during review.
As an educator at Binh Duong Provincial Teachers’ Training College, I have dedicated years to enhancing the speaking and listening skills of our English-majored students Since taking responsibility for the note-taking subject, I recognize the critical need to effectively develop first-year students' listening and note-taking abilities.
AIMS OF THE STUDY
This study investigates the listening comprehension skills of first-year English majors, focusing on their experiences and practices in high school prior to college It also examines the quality of their listening and note-taking abilities in spoken English during their first year at Binh University.
Duong Teachers’ Training College Through those findings, the study suggests some recommendations for improving students' motivation in listening and note- taking through an integrated approach.
RESEARCH QUESTION
In order to reach the aim of the study, the process of researching is guided by the major question:
What effect does the integrated approach to teaching listening and note- taking have on learner’s attitude at Binh Duong Teachers’ Training College?
In order to clarify the matters related to this question and to support the general purposes, the study also deals with some more sub-questions:
- What kinds of techniques and activities in listening and note taking were learners exposed to at high school and at Binh Duong Teachers’ Training College?
TERMINOLOGY
Effective note-taking enhances listening skills and significantly improves understanding and retention of lecture content A systematic approach to taking and reviewing notes is crucial, as students must balance writing down key points while actively listening to the lecturer This involves discerning which information is important enough to note and, during fast-paced lectures, storing ideas in memory for later writing By "listening ahead" and processing information simultaneously with note-taking, students can achieve efficient listening, allowing their cognitive processes to work in tandem with their writing.
An integrated approach to curriculum planning allows for the exploration of concepts across different subjects, helping students connect their personal experiences with the dynamic world around them.
An integrated approach begins with a big idea which is (1) a rich concept with potential to develop students’ understandings of themselves and their world,
(2) relevant to students’ interests, (3) appropriate for the particular age and learning environment and (4) a potential site for student investigation using a range of processes
The integration of ideas across various learning areas fosters a cohesive learning context, allowing for a structured sequence of experiences tailored for students An illustrative example is the unit titled “When I was One,” designed for prep/one classes, which encourages students to explore personal histories through poetry This unit not only highlights individual preferences, skills, and accomplishments but also promotes an understanding of the similarities and differences among peers.
SIGNIFICANCE OF THE STUDY
Effective listening and note-taking are crucial for communication and interaction Proficient listening comprehension enhances participation in conversations, making it a vital skill for learners of English as a Foreign Language (EFL) and English as a Second Language (ESL) Recognized as one of the four fundamental language skills—alongside speaking, reading, and writing—listening is a receptive skill that lays the groundwork for productive skills This underscores the importance of integrating language skills in education The findings of this study aim to contribute to the teaching and learning of English in Binh Duong province.
This study at Binh Duong Teachers’ Training College investigated the note-taking techniques utilized by first-year students through a survey It focused on general note-taking practices, student attitudes, and the adoption of these techniques The findings enhance the understanding of effective note-taking as a tool for improving listening comprehension, with the aim of benefiting English teaching and learning in Binh Duong province Additionally, the data offers valuable guidelines for ongoing research into methods that can further support the development of note-taking skills.
LITERATURE REVIEW
CONCEPTS AND CHARACTERISTICS OF NOTE-TAKING
This section of the chapter will explore key concepts and characteristics of note-taking in both everyday situations and academic lectures, providing a theoretical foundation for the research.
Note-taking is a common practice among students in classrooms and lectures, but it also plays a vital role in various daily activities Business professionals take notes during meetings and transactions, while office workers jot down tasks and instructions According to authors James, Jordan, and Mathews in their course book "Listening Comprehension & Note-Taking Course," note-taking is essential for maintaining focus during discussions, allowing individuals to better engage with the speaker's message.
Note-taking is essential in academic listening for college and university students, as it helps them focus on their lecturers' discussions According to James, Jordan, and Mathews [200: 9], students take notes to enhance concentration and create summaries for future reference, aiding in their preparation for midterm and final exams.
“the general principal in note taking is to reduce the language by shortening sentences and words”
2.2.2 Purposes of note-taking in listening comprehension
Note-taking in academic listening is an essential study skill that every college or university student must develop, as defined by Robertson [199: 02] Heather [199: 02] emphasizes that mastering this skill requires significant practice, highlighting its importance in effective learning.
Note-taking is a crucial study skill for college students, as highlighted by Dillon (2007), who emphasizes that students should take extensive notes from both their textbooks and live lectures While textbook notes are manageable, lecture notes present a greater challenge due to the rapid pace of spoken words, making it difficult for students to capture information in real-time This underscores the importance of effective note-taking strategies in enhancing students' learning experiences during lectures and discussions.
Students in college or university are typically expected to take notes during lectures, as noted by Robertson [199: 02] In many cases, instructors require students to read course materials beforehand, allowing class time to focus on delivering the most current information that isn't available in textbooks.
In this section, we will review effective note-taking strategies proposed by Beebe and Beebe (2000) for students attending classes and lectures The authors recommend that students actively listen to texts, speeches, or lectures and apply specific techniques to enhance their note-taking skills.
(1) get ready to take notes, take a pencil, or a pen and paper to every class and lecture,
(2) determine whether they need to take notes or not,
When taking notes, it's essential to choose the appropriate type based on the context; this may involve outlining the speech, identifying key facts and principles, jotting down important keywords, or simply recording the main ideas.
In his course book "Bridge to College Success," Robertson (1991) outlines four effective note-taking techniques specifically designed for college lectures, which will serve as the foundational basis for this research Additionally, other note-taking strategies will be discussed to enhance understanding and retention of lecture material.
(1) Students ought to attend all classes and are always ready to take notes in their notebooks,
(2) it is advisable that students open their notebooks and get ready to make note before the lecture begins,
(3) students had better write down anything teachers write on board, or even make notes of what teachers do not write on board,
(4) in order to keep on making notes during a lecture, students should write down key words, and phases only, not write complete sentences
Langan (2002) outlines thirteen effective techniques for enhancing EFL students' note-taking skills during class lectures He emphasizes the importance of teaching these strategies to college students to improve their academic performance.
To maximize retention of classroom information, students should actively absorb as much material as possible from their teachers According to Langan (2002), individuals tend to forget over eighty percent of what they hear, highlighting the importance of engaging with the content during lessons.
(2) Students ought to sit where they can see the board clearly and easily, and where teachers can see them;
(3) Students are obliged to read their textbook materials in before each class because it helps them listen and make notes more easily;
(5) Students have to make an outline for their notes;
(7) Students are supposed to take notes from teachers;
(8) Write down details that connect or explain;
(10)It is advisable that students ask teachers any questions they do not get to master any points or what makes them confused;
(11)Students should keep on taking notes during discussions because ideas may arise in informal discussions;
(12) Students should keep on taking notes throughout their class until their class finished;
(13)Students should review their notes soon after their classes so as to avoid forgetting ideas
According to Dillon (2007), college notes can be categorized into two types: textbook assignments and lectures Taking notes from textbooks is generally easier, as students can work at their own pace and reflect on what to include in their notes In contrast, lecture notes are taken in real-time during presentations, leaving students with no opportunity to revisit unclear points This pressure can lead to confusion and hinder their ability to keep up with the lecture.
James, Jordan, and Mathews (2001) propose effective note-taking techniques for English classes that can enhance the learning experience for first-year English majors at Binh Duong Teachers’ Training College Their recommendations aim to improve students' proficiency in note-taking during English listening sessions and lectures Teachers are encouraged to incorporate these strategies to facilitate better comprehension and retention of information.
(1) Generally, if you want to take quick notes you must:
(a) omit completely certain sentences which are not essential to the main ideas Often examples can be restricted or omitted;
(b) concentrate on important sentences, i.e those which give most information, and on important words, i.e usually nouns, sometimes verbs and adjectives;
(c) write in short phrases, rather than in complete sentences;
(d) use common symbols or signs and abbreviations;
(2) You must show the connections between ideas by using:
(a) space: the presentation of the notes is important – you should be able to see the main points clearly;
(b) numbers and letters (as here), e.g 1, 2, 3; (i), (ii), (iii); A, B, C; (a), (b), (c);
(c) underlining, to draw attention to something or to emphasize something;
(d) common symbols and signs, e.g x statement/answer ids wrong;
(3) common general abbreviations e.g i.e that is, cf compare Many of these are to be found in an appendix in a dictionary; others are commonly used by English students;
Effective note-taking is essential for students preparing for the Test of English as a Foreign Language (TOEFL) According to Yancey, Macgillivray, and Malarcher (2007), mastering this skill can significantly enhance a student's performance on the exam.
"Mastering Skills for the TOEFL® iBT Advanced" offers valuable techniques for effective note-taking, applicable to both conversations and lectures These tips enhance comprehension and retention, ensuring that students can capture essential information efficiently By integrating strategies tailored for different contexts, learners can improve their overall performance on the TOEFL exam.
With reference to Macgillivray and Malarcher (2007: 373) when a student take notes, he or she is advised to:
TEACHING LISTENING INTEGRATED WITH TAKING NOTES
On the perspectives of the book by Yancey, Macgillivray, and Malarcher
[2007], some activities to teaching and learning listening to conversations and note taking will also be applied as an efficient way to improve students’ listening comprehension and note taking
2.3.1 Aspects of integrating listening and note-taking
Note-taking is essential for effective listening, as highlighted by Beebe and Beebe (2000: 68) in their book, Public Speaking They emphasize that students often struggle to retain information from lectures unless they take notes By enhancing listening skills alongside note-taking abilities, students can significantly improve their capacity to recall information.
Encouraging learners to take notes while listening to recorded texts in class can enhance their comprehension Afterward, they can compare their notes with peers or revisit the original recording for accuracy Additionally, providing brief questions beforehand allows students to focus on specific answers, improving their listening skills and note-taking effectiveness (Ur, 1996:26).
A student with good listening comprehension skill will be able to participate more effectively in any class activities and in communicative situations as well (Brown 2001)
Taking notes during lectures is a valuable practice that benefits students in multiple ways Firstly, notes serve as a crucial record of the key information emphasized by the professor, which is vital for effective test preparation Additionally, the process of note-taking compels students to engage more actively with the lecture or discussion, enhancing their overall focus Consequently, the dual task of listening and writing notes proves to be more effective than concentrating on just one activity.
Note-taking is essential for enhancing listening comprehension in English language learning, as it aids in long-term memory retention and understanding of texts When students neglect to take notes during class, they struggle to memorize key concepts, which diminishes their ability to process information effectively Thus, integrating note-taking with listening activities is crucial for maximizing comprehension and learning outcomes.
2.3.2 Getting ready to listen to a lecture and make notes
Effective preparation is essential for helping students easily comprehend lectures, similar to the pre-listening stage in English listening classes Students should first focus on mastering the lecture topic, as recommended by Frazier and Leeming (2007) in "Lecture Ready – Strategies for Academic Listening, Note-taking, and Discussion." This technique emphasizes the importance of paying attention to the words and expressions used by instructors at the beginning of a college lecture, as these often serve to introduce the topic both directly and indirectly.
A lecturer typically provides a lecture plan that outlines the material and the presentation approach Students are encouraged to focus on the specific words and expressions used by the teacher to infer the lecture topic effectively.
Understanding the lecture topic in advance allows students to better grasp the material, as it helps them focus on specific knowledge areas the teacher will cover This foresight also enables students to anticipate the vocabulary that may be used during the lecture For instance, an English lexicology teacher introducing Morphology and Morphemes can effectively set the stage for the discussion by outlining key concepts related to this aspect of the subject.
- “Today we are going to talk about another aspect of English lexicology – Morphology and the Varieties of Morphemes”
Or - “Morphology is one of the most important aspects of English lexicology It deals with the smallest meaningful units of a word”
The teacher presents a lesson outline, providing students with essential lexicological terms The main focus of the lesson is on defining morphology and morphemes, which are crucial concepts in linguistics.
“Now look at these words and their derivations and say what the added morphemes mean I think it is very easy for you because they are very common to you”
2.3.3 Listening and note-taking strategies
To enhance their understanding and engagement during college lectures, students should undertake essential preparatory steps prior to attending the lecture Frazier and Leeming (2007) present effective strategies in their book, "Lecture Ready – Strategies for Academic Listening, Note-taking, and Discussion Book 3," which are specifically designed to assist first-year English majors at Binh Duong Teachers’ Training College in improving their listening and note-taking skills during lectures.
Students should utilize the information provided in the lecturer's introduction to anticipate the content of the lecture By analyzing the topic, key terms, and the lecture plan, they can make informed predictions about what the professor will elaborate on It is essential for students to jot down their predictions before beginning to listen and take notes, as this practice enhances comprehension and engagement during the lecture.
Students should focus on distinguishing between new and old information presented during lectures It's common for lecturers to reiterate key points using varied language, so students can leverage these repetitions to pinpoint the main concepts that the professor aims to emphasize.
Students can better grasp the key points of a lecture by paying attention to commonly used words and phrases that teachers frequently employ According to Frazier and Leeming (2007), recognizing these expressions can enhance students' understanding and retention of lecture material.
In other words, … Which is to say, …
What I mean is … As I said …
So, what I’m saying is … Let me restate that …
That is … Let me say that another way …
METHODOLOGY
Research design
The research employed both quantitative and qualitative methodologies, utilizing two questionnaires (see Appendix A and B) and conducting unstructured interviews with first-year English majors and their teachers at Binh Duong Teachers’ Training College, who have extensive experience in teaching English listening Additionally, a statistical method will be applied to analyze the collected data, which will be discussed in Chapter Four, Data Analysis and Discussions of the Findings.
Subjects
The survey targeted first-year English majors at Binh Duong Teachers’ Training College, who had previously studied English for seven years in junior high and high school These students are now pursuing careers as English teachers, translators, interpreters, or office workers in foreign businesses Additionally, the population included teachers who have instructed the listening course for these English-majored freshmen.
Sixty-seven English majors at Binh Duong Teachers' Training College were required to complete two courses focused on listening comprehension as part of their first-year English as a Foreign Language (EFL) curriculum The participants were randomly selected from two English classes.
4 A and English 4 B - with the same profiles and level of English
The rest respondents to the project included six teachers of English who have, for years, been in charge of the listening subject They were unstructuredly
Questionnaire
The initial questionnaire, designed for first-year English majors, aimed to assess the students' experiences and learning quality in high school listening subjects prior to their enrollment in the Teachers’ Training College It also sought to evaluate their understanding of listening techniques and strategies, complemented by unstructured interviews with select students After a pilot test with twenty participants, a discussion was conducted to gather feedback, which informed the revisions of the official questionnaire The survey primarily focuses on key issues related to these learning experiences.
(1) students’ reality and quality of learning the Listening subject at high school;
(2) students’ acquisition of listening and note taking techniques and strategies
(3) students’ acquisition of basic listening and note taking activities and tasks in listening classes or any classes that require students’ making notes
A questionnaire was conducted with six teachers from the English department at Binh Duong Teachers' Training College to explore the challenges they face while teaching listening skills to first-year English majors The survey aimed to investigate the teaching techniques employed by these educators to enhance students' listening abilities within their first-year curriculum.
Instruments and Data Collection Procedures
The study involved distributing sixty-seven copies of a questionnaire to first-year English majors at Binh Duong Teachers’ Training College, with the support of Listening teachers who allocated thirty minutes for students to complete it The research aimed to explore the students' English listening backgrounds, focusing on their exposure to English spoken by native speakers through various media and classroom interactions It also assessed their attitudes towards listening, their comprehension abilities, and the listening techniques they have acquired Additionally, the study examined the impact of specific activities and tasks on their understanding of spoken English, while prioritizing the investigation of their current experiences in developing listening and note-taking skills.
(1) the students’ reality and quality of learning the Listening subject at high school,
(2) the students’ acquisition of listening and note taking techniques and strategies
The second questionnaire aimed to evaluate the effectiveness of teachers in delivering listening instruction to English-majored freshmen at Binh Duong Teachers’ Training College Despite their extensive experience in teaching this compulsory subject, it was hypothesized that teachers faced significant challenges in enhancing students’ listening skills during their first year The study sought to confirm whether teachers were aware of their students' profiles and if they effectively taught techniques to improve listening skills in a communicative manner Ultimately, the research aimed to assess the success of these educators in fostering students' listening abilities.
By addressing the shortcomings in teaching listening, our approach will enhance the learning experience for first-year English majors Integrating note-taking techniques will effectively support the development of their listening skills, promoting both competence and communication in the process.
DATA ANALYSIS AND DISCUSSIONS
FINDINGS OF QUESTIONNAIRE FOR STUDENTS
4.1.1 Students’ reality of practicing the listening skill
A survey of sixty-seven respondents was conducted to determine the percentage of class time dedicated to learning listening skills in high school English classes The results will be analyzed to assess their experience with listening to classroom English and native speaker recordings Based on these findings, their English background will be evaluated to enhance their listening competence effectively during their first year as English majors in college.
Table 1: Students’ degrees of practicing listening to spoken English
1 At high school, how often do you practice…?
Always Often Sometimes Seldom Never
According to the statistics in Table 1, none of the students involved in the project consistently engaged in listening activities during their high school English classes This indicates a lack of opportunities to practice listening to English spoken by both teachers and classmates Additionally, students did not have regular access to recordings of native English speakers through class tapes or CDs in their English lessons.
According to the data presented in Table 1, only 7.46 percent of the sixty-seven surveyed students reported that they frequently engaged in listening activities during their high school English classes This indicates that a limited number of students had the opportunity to listen to English spoken by native speakers through audio resources or to classroom discussions led by their teachers and peers.
According to Table 1 in section 1.3, only fourteen out of sixty-seven participants, representing 20.89%, reported that they were given opportunities to improve their listening skills in high school English classes "Sometimes." In total, only eighteen students, or 28.35% of the surveyed population, received either "Often" or "Sometimes" listening activities aimed at enhancing their listening competence.
In a study involving sixty-seven students, many expressed that their teachers were unable to provide access to English tapes or CDs during listening classes due to a lack of sufficient cassette and CD players in their schools This limitation hindered both teaching and learning of the compulsory listening component in the secondary and high school English curriculum Consequently, teachers acknowledged that they did not prioritize listening activities and tasks for students, citing these resource constraints as a significant factor.
Due to the lack of quality audio resources provided by the Ministry of Education, teachers and students resorted to purchasing low-quality tapes and CDs from the HCM City Service of Education The poor audio quality made it challenging for both groups to comprehend the English being taught, leading to a gradual reduction in listening activities during class.
Listening tasks were excluded from midterm tests and final exams, leading teachers to neglect the development of students' listening comprehension skills in English classes.
The findings indicate that most first-year English majors at Binh Duong Teachers’ Training College lack foundational skills in listening comprehension, resulting in significant challenges when attempting to understand native spoken English during classes Many students have not grasped essential listening concepts, leading to difficulties in comprehending audio materials such as tapes or CDs, as well as spoken interactions with teachers and peers Consequently, their inability to progress in listening classes hinders their overall understanding of oral English, limiting their educational development in this critical area.
Students often struggle to progress in their first-year college syllabus due to inadequate listening comprehension skills in English This challenge is particularly evident in mandatory subjects like Speaking, Reading, and Writing, where instructors are required to conduct lessons entirely in English As a result, these students find it difficult to grasp the material and follow instructions, hindering their overall academic development.
First-year college students often struggle to master linguistic subjects like English Phonetics and Lexicology due to their unfamiliar terminology, which they did not encounter in high school This lack of foundational knowledge in spoken English hinders their progress in learning the language during their initial year at college As a result, many students tend to shy away from learning activities in class, feeling overwhelmed by these challenges.
A survey of sixty-seven respondents revealed that 61.19% of students reported seldom practicing listening comprehension in class, indicating that half of the participants were rarely engaged in listening activities Furthermore, only 7.46% of students felt they often had opportunities to develop their listening skills, suggesting a significant lack of involvement in listening tasks during high school English classes As a result, many first-year English majors at Binh Duong Teachers’ Training College struggle to comprehend English audio materials, making it challenging to complete listening assignments effectively.
A significant 11.94 percent of the 67 students surveyed reported never practicing listening in English classes, indicating a lack of exposure to spoken English Interviews revealed that their schools lacked essential audio equipment, such as cassette and CD players, which hindered their ability to listen to native English speakers Furthermore, students noted that their teachers primarily used Vietnamese to explain grammar and vocabulary, provided feedback, and gave instructions, resulting in minimal opportunities to hear or engage with English in the classroom.
The analysis of student motivation in learning English, particularly spoken English, will guide teachers in designing more effective, engaging, and practical listening tasks This approach aims to enhance adult EFL learners' communicative skills, with a specific focus on improving their spoken English, which is the primary objective of this project.
The disparity in student engagement between writing and listening activities is significant, with only 7.46 percent of respondents frequently practicing listening skills, and 20.89 percent occasionally participating In contrast, 19.40 percent and 26.87 percent reported always and often engaging in listening tasks, highlighting a concerning imbalance in English language skills development This indicates that high school English teachers are not adequately prioritizing listening abilities, which are crucial for effective verbal communication Without mutual understanding, the oral communication process between speakers is likely to fail.
The findings indicate that the project population has a limited understanding of spoken English, as evidenced by their oral communication skills in high school speaking classes According to the speaking statistics from the survey of twenty-three students, 34.33% practiced speaking sometimes, while 19.40% seldom did, and 16.41% never had the opportunity to speak English This data reveals that four-fifths of the sixty-seven respondents had minimal or no class time to develop their English speaking competence, resulting in very few opportunities to listen to English spoken by teachers and peers during class.
FINDINGS OF QUESTIONAIRE FOR TEACHERS
4.2.1 Teachers’ assessments on the listening subject and the act of teaching listening to the freshmen majoring in English
Question one in Appendix B was specifically crafted to determine whether the six teachers responsible for teaching English listening to first-year English majors at Binh Duong Teachers’ Training College were aware of their students' personal profiles in EFL listening The primary goal was to assess the teachers' awareness of and responsiveness to the authentic needs and interests of their students in the listening component of the first-year curriculum.
Figure 1: Teachers’ degrees of paying attention to students’ needs and interests in learning the listening subject
A survey of six teachers revealed that four of them prioritized their students' genuine needs and interests in enhancing their English listening skills These teachers encouraged students to engage with both classroom English and native English recordings to improve their listening competence effectively While they initially assessed students at the start of the school year, they have since shifted their focus towards providing practical listening activities rather than concentrating on students' backgrounds Consequently, they have become less attentive to addressing the real needs and interests of students in their listening education.
Two teachers emphasized the significance of understanding students' learning profiles in the listening subject from the onset of their English major They conducted surveys to assess students' backgrounds, needs, and interests in listening during their first year of college In random interviews, they noted that knowing students' profiles helped ignite their enthusiasm for listening practice This approach effectively motivated students to engage in listening activities, leading to significant improvements in their listening skills and communication abilities.
The findings indicate that only one-third of the population reviews students' profiles before engaging them in listening activities in class This suggests that teachers can significantly improve the listening competence of first-year English majors by incorporating authentic listening tasks Meanwhile, two-thirds of respondents recognize the importance of examining student profiles but have recently neglected this practice, focusing primarily on teaching listening content When asked about meeting students' needs and interests in listening, teachers admitted they did not seek feedback from students, yet they noted some progress in students' listening skills.
4.2.2 Teachers’ assessments on Pre-listening stage
The purpose of Question two (Appendix B) was to examine how teachers responsible for instructing first-year English majors at Binh Duong Teachers’ Training College evaluate the significance of the Pre-listening stage in EFL listening classes.
The analysis reveals that all six teachers demonstrated proficiency in the three essential stages of teaching listening: Pre-, While-, and Post-listening This finding indicates that 100% of the teachers acknowledge the critical importance of the pre-listening phase in the teaching and learning process They understand that EFL teachers must adequately prepare students before engaging them in while-listening activities and tasks.
Teachers acknowledged their role in preparing students for listening tasks, emphasizing the significance of the pre-listening stage While they recognized its importance, only three teachers explicitly mentioned the three stages of listening instruction: pre-, while-, and post-listening They provided students with techniques to enhance their listening skills during the pre-listening phase Conversely, the other three teachers believed that students were already well-trained in listening from high school, yet they still took the initiative to prepare students before any listening activities.
4.2.3 Teachers’ selections of listening activities and tasks
The third question in Appendix B sought to determine if teachers responsible for listening activities typically diversify the tasks recommended for ESL and EFL instruction, in order to engage first-year students effectively and communicatively in listening exercises.
Figure 2: Teachers’ degrees of application of Listening Activities and Tasks
The data indicates that 66.67% of the teachers surveyed are familiar with all the listening activities outlined in the questionnaire, while 33.33% know most but not all This suggests that the majority of teachers are aware of common listening activities used in language classes However, when asked about the frequency of implementing these activities, all respondents admitted they do not utilize all the listed tasks in their actual listening classes Instead, they primarily apply a limited range of common activities, such as identifying and choosing pictures, listening and checking items, matching, true or false questions, multiple choice, comprehension questions, form/chart/grid completion, dictation, and gap filling.
4.2.4 Teachers’ degrees of preparation to involve students into listening act in class
Question four (Appendix B) was made to check if teachers carry out the essential and fundamental steps and techniques to helping the freshmen of
English major understand the listening text or conversation to complete the listening tasks given to them
Figure 4: Teachers’ degrees of asking and instructing students to take notes in listening class at college
According to the statistics, 33.33% of respondents emphasized the importance of listening strategies to their students, often instructing them to apply these techniques for better comprehension of listening tests The strategies taught included listening for gist, purpose, main ideas, references, and specific information In contrast, 50% of the respondents indicated that they occasionally used basic techniques to aid student understanding but did not actively teach their application Additionally, one teacher seldom guided students on note-taking during listening classes These findings suggest that only one-third of the teachers regularly required their students to take notes and provided instruction on how to do so, a significantly lower percentage compared to those who reported occasionally or rarely doing so.
4.2.5 Teachers’ degree of teaching students how to take notes in listening class
The fifth question in Appendix B focused on determining whether the teachers required their first-year English majors to take notes during while-listening activities The goal was to assess if teachers provided guidance to help students take notes effectively, thereby enhancing their understanding of the text and successfully completing the listening tasks assigned.
The analysis reveals that 83.33% of respondents, totaling five out of six, did not instruct their students to take notes during while-listening activities, where students engage with texts or conversations When informally questioned about this lack of guidance, they cited a belief that teaching study skills was not their responsibility, despite students having officially learned note-taking as part of their first-year college syllabus.
Fi Figure 5: Teachers’ degrees of requiring and instructing students to take notes in listening class
In a recent project, only one teacher, representing 16.67% of those interviewed, reported frequently encouraging students to identify and note stressed words or phrases in texts or conversations, as these elements were crucial for answering questions effectively.