EFL Learners’ Note Taking: The Effect of Listening Questions and Activities

Abstract

In this comparative study, an attempt was made to examine the effects of two types of listening questions and activities on the quantity of note taking of intermediate EFL learners. In so doing, the researchers selected a sample of 30 intermediate English language learners randomly assigned to two comparison groups-Multiple-choice Group and True-false Group. The instrument for data collection was note taking papers of students from which the total number of words for each language learner was calculated. Results showed that the True-false Group gained higher scores in note taking quantity as compared with Multiple-choice Group. Based on the results of this study, it is imperative that EFL teachers pay serious attention to the types of activities and questions used in class as they can have an influence on the ways foreign language learners use note taking as a learning strategy.