Culminating Project Title
Date of Award
Culminating Project Type
College of Liberal Arts
John P. Madden
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
note-taking, language medium, listening comprehension, listening strategies, quality of notes, note analysis
As light has been shed on notetaking in educational settings, it has been considered as a necessary skill for language learners to be successful in their academic learning. When students listen for the purpose of comprehension, they have two language options for notetaking: first language (L1) or second language (L2). There have not been many studies on the effects of different notetaking languages on their listening comprehension as well as on the quality of the notes taken. Therefore, the purpose of this study was to compare notes taken in the learners’ L1 compared to L2, and to see if there is a difference in learners’ comprehension and in the quality of learners’ notes. Moreover, the study also aimed to see the correlation among the variables of the lecture comprehension and the quality of the notes.
Twenty undergraduate and graduate students living in the United States, whose L1 is Korean and L2 is English, were recruited for this study. Through within-subject design, all twenty participants experienced both taking notes in L1 and L2 while listening to English academic lectures. Learners’ lecture comprehension was examined by three dimensions: getting main ideas by global questions score (GQS), getting details by local questions score (LQS), and total questions score (TQS). The quality of learners’ notes was examined by three indexes: total words count score (WCS), the number of propositional units score (PUS), and test answerability score (TAS). Nonparametric analysis methods of Wilcoxon Signed-ranks test and Spearman’s rho correlation were carried out because the data set was not normally distributed. The results of Wilcoxon Signed-ranks test were that there was no statistically significant difference in the participants’ comprehension levels or in the quality of their notes, regardless of the language used to take notes. In the correlation analysis of L1 and L2 notes, there were more numbers of correlated variables in L2 notes than in L1 notes. In L1 notes’ correlation analysis, WCS and TAS, and TAS and TQS were highly correlated. In L2 notes’ correlation analysis, WCS and PUS, WCS and TAS, PUS and TAS, TAS and GQS, and TAS and TQS showed correlation.
Teaching implications of the findings are that it will be useful for teachers to be aware of the merits of L1 notetaking and L2 notetaking and to use them strategically and skillfully according to the purpose they have with notetaking. Limitations of the study and some suggestions for further studies follow.
Park, Hyoyoung, "The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes" (2019). Culminating Projects in TESL. 1.