Speakers
Abstract section 5: References
Crawford, M. (2015). A study on note taking in EFL listening instruction. In JALT2014
Conference Proceedings. Tokyo: JALT (pp. 416-424).
Madarbakus-Ring, N (2025) Metacognitive listening instruction in the second language
classroom: integrating method, theory, and practice. Oxford. Routledge. ISBN 9781032478760
Siegel, J. (2023). Pen and paper or computerized notetaking? L2 English students’ views and habits. Computers and Education Open, 4, 100120. https://doi.org/10.1016/j.caeo.2022.100120
Abstract section 3: Content/method
This presentation examines the notetaking decisions that learners make when listening to input, outlining an in-class listening program using five notetaking techniques (e.g., cues/key words, abbreviations, symbols, diagrams, and lists) to guide 19 freshmen learners at a university in Japan towards more effective notetaking practices when listening.
Abstract section 2: Contribution/research questions
- What notations did learners prioritize in their notetaking?
- What content did learners choose to transfer from their notetaking to their summary?
Abstract section 4: Outcomes/results
Results showed that identifying key words and using abbreviations and symbols were useful for learners to organize their notes. However, critical thinking approaches such as using cues or paraphrasing information into tables or lists were infrequently used, suggesting that learners may need more guidance to employ these practices. The presentation concludes that understanding how learners chose notations can help teachers identify what learners need to focus on when listening to input and provide learners with support to develop as more proficient notetakers. Attendees will also be provided with notetaking techniques they can use in their own listening classrooms.
Abstract section 1: Relevance
Notetaking has often been described as a necessity for university learners, highlighting its inclusion in academic purposes. However, many learners may be unequipped when listening as they write incomplete or ambiguous notes, have difficulty identifying relevant information, or tend to write notes verbatim. These difficulties suggest that learners may need a framework to understand which key elements to record. Notetaking approaches, such as using key words and symbols, can guide the decision-making that learners need for more effective notetaking.
| Title | Listening Notetaking Decision Making |
|---|---|
| Teaching Context | College and university education |