Effects of note-taking strategy training on Korean college students perceptions and performance on academic English listening tests

다국어 초록 (Multilingual Abstract)

This study explored the effects of note-taking and note-taking strategy training in academic English listening tests on Korean college students’ performance and perceptions. A total of 92 college students were randomly assigned to one of the three groups: (A) training group which was allowed to take notes during the test, (B) no-training group which was allowed to take notes during the test, and (C) no-training group which was not be allowed to take notes during the test. Then, Group A received note-taking strategy training on three separate times, totaling 60 minutes (30 minutes, 15 minutes, and 15 minutes) that spread out over two months. All three groups took listening tests before and after Group A was trained, while Groups A and B were allowed to take notes, Group C was not allowed to do so. Along with the test administration, the students were surveyed twice with questionnaires, after each test. Interviews were also conducted with 9 students.
Major findings can be summarized as follows. First, the students’ language proficiency and note-taking behaviors were related; higher proficiency students took more notes than lower proficiency students. Second, note-taking training affected students’ note-taking behaviors in terms of both quantity and quality, showing positive effects of the training. Third, most students perceived the necessity or importance of note-taking and its training. Finally, although note-taking and note-taking strategy training did affect the trained group’s test performance, its effect was not statistically significant. In short, note-taking training had limited effects on students, as it positively affected the students’ notes and perceptions, but not their test performance.
The present study is significant in that it addressed several aspects of the effects of note-taking training in an EFL context of Korea, and in that it demonstrated the positive effects of note-taking training through quantitative and qualitative approaches. However, due to some limitations of the study, more systematic and comprehensive studies over extended periods of time are desired to answer several related questions more profoundly. The study concludes with a cautious statement about its contribution to the education and research in Korea.

국문 초록 (Abstract)

본 연구는 ‘노트하기’ 전략 훈련이 한국 대학생들의 인식과 학문적 영어 청취 듣기시험의 수행에 미치는 효과를 알아보고자 하였다. 총 92 명의 대학생들이 임의로 3개 집단에 배정되었다. A 집단은 전략 훈련을 받았으며 시험중에 노트하도록 허락되었고, B 집단은 전략 훈련은 없었으나 시험중에 노트하게 하였고, C 집단은 전략훈련도 없었고 시험중에 노트하기도 금지되었다. A 집단의 훈련은 2 개월에 걸쳐 총 60 분간 (30 분, 15 분, 15 분) 노트하기 전략에 대한 훈련을 받았다. A 집단이 훈련을 받기 전과 후에 세 집단 모두 듣기 시험을 쳤는데 A, B 집단은 노트하기가 허용되었으나 C 집단은 허용되지 않았다. 시험 실시와 더불어 설문지 조사를 하였고, 9 명을 대상으로 인터뷰도 하였다.
본 연구의 주요한 결과는 다음과 같다. 첫째, 학생들의 영어 능숙도와 노트하기 행동은 관련이 있었다. 영어를 잘 하는 학생들이 못하는 학생들보다 노트를 더 많이 작성했다. 둘째, 노트하기 전략 훈련은 학생들이 작성한 노트의 양과 질에 영향을 미쳤다. 셋째, 대부분의 학생들은 노트하기와 그 훈련의 필요성과 중요성을 인식하였다. 넷째, 노트하기와 노트하기 전략훈련이 훈련 받은 집단에게 영향을 주기는 했으나, 그 효과는 통계적으로 입증하지 못했다. 결론적으로, 노트하기 전략훈련은 학생들의 노트와 인식에는 영향을 미쳤으나 학생들의 영어 능숙도에 영향을 미치지 못하는 제한적인 효과를 가진 것으로 입증되었다.
본 연구는 외국어로 영어를 배우는 한국적 상황에서, 노트하기 전략 훈련의 여러 국면을 다루었으며, 그 훈련의 긍정적인 효과를 양적, 질적으로 제시하였다는 점에 의의가 있다. 그러나 연구의 한계 때문에 앞으로 더 체계적이고 종합적인 연구가 있어야 관련 문제들에 좀 더 명확한 답을 얻을 수 있을 것이다. 본 연구가 한국의 영어교육과 연구에 기여하는 바가 있음을 조심스럽게 언급하면서 결론을 맺는다.

목차 (Table of Contents)

• TABLE OF CONTENTS
• ABSTRACT i
• TABLE OF CONTENTS iii
• LIST OF TABLES vi
• LIST OF FIGURES viii
• CHAPTER 1. INTRODUCTION 1
• 1.1. Purpose of the Study. 2
• 1.2. Significance of the Study 4
• 1.3. Research Questions 5
• 1.4. Organization of the Dissertation 7
• CHAPTER 2. REVIEW OE LITERATURE 8
• 2.1. Definition of Note-taking and Fuctions of Note-taking Strategy 9
• 2.2. Studies on Note-taking in Learning Situations 10
• 2.3. Studies on Note-taking in Testing Situations 12
• 2.4. Studies on Note-taking Strategy Training 15
• 2.4.1. Studies on the Training in Learning Situations 15
• 2.4.2. Studies on the Training in Testing Situations 17
• 2.5. Studies on Categorizing and Measuring Notes 18
• 2.6. Studies on Perceptions about Note-taking Strategies 21
• CHAPTER 3. METHOD 23
• 3.1. Participants 23
• 3.2. Instruments 24
• 3.2.1. Pretest 25
• 3.2.2. Test I 27
• 3.2.3. Test II 29
• 3.2.4. Questionnaires 31
• 3.2.4.1. Questionnaire I 32
• 3.2.4.2. Questionnaire II 32
• 3.2.5. Training Materials 33
• 3.2.5.1. Handouts 33
• 3.2.5.2. PowerPoint Slides 35
• 3.3. Procedures 36
• 3.3.1. Pretest Administration 38
• 3.3.2. Test I Administration 40
• 3.3.3. Survey I 40
• 3.3.4. Note-taking Training 40
• 3.3.5. Test II Administration 42
• 3.3.6. Survey II 42
• 3.3.7. Interviews 43
• 3.4. Data Analysis 45
• CHAPTER 4. RESULTS AND DISCUSSION 47
• 4.1. Language Proficiency and Note-taking Behaviors 47
• 4.2. Effects of Training on Note-taking Behaviors 49
• 4.3. Perceptions on Note-taking and Its Training 70
• 4.3.1. Questionnaire Survey Results on the Perceptions
• on Note-taking and Its Training 70
• 4.3.2. Interview Results on the Preceptions
• on Note-taking and Its Training 76
• 4.3.2.1. Perceptions about Note-taking 78
• 4.3.2.2. Perceptions about the Training 83
• 4.4. Effects of Note-taking Strategy Training on Test Performance 85
• CHAPTER 5. CONCLUSION 93
• 5.1. Summary of Major Findings 93
• 5.2. Pedagogical Implications 94
• 5.3. Limitaton of the Study and Suggestions for Future Research 96
• 5.4. Concluding Remarks 98
• REFERENCES 99
• APPENDICES 107
• ABSTRACT IN KOREAN 141
• ACKNOWLEDGEMENTS 143

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