The Content of L1 and L2 Students' Lecture Notes and Its Relation to Test Performance

Dunkel, Patricia

doi:10.2307/3586936

Cited by 69 publications

(56 citation statements)

References 31 publications

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“…In another early investigation, Dunkel (1988a) examined the relationship between the content of L2 students' lecture notes and test performance. Dunkel scored the notes taken by L1 and L2 listeners during a 23-minute mini-lecture for five quality indices.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Researchers studying nonnative-English speakers (L2) have also examined whether or not taking notes facilitates lecture learning and what kind of notes listeners take when listening to minilectures (Bilbow, 1989;Carrell, Dunkel, & Mollaun, 2002, 2004Chaudron, Cook, & Loschky, 1988;Chaudron, Loschky, & Cook, 1994;Clerehan, 1995;Cushing, 1991Cushing, , 1993Dunkel, 1985Dunkel, , 1988aDunkel, , 1988bDunkel & Davy, 1989;Hale & Courtney, 1994;Liu, 2001;Faraco, Barbier, & Piolat, 2002). A few researchers have looked at cultural aspects of lecture listening from an ethnographic perspective, noting that notetaking is only one of many strategies used for lecture comprehension and may not be an important strategy in many contexts (e.g, Benson, 1994;Flowerdew & Miller, 1992, 1995.…”

Section: Literature Reviewmentioning

confidence: 99%

“…After an extensive review of the relevant literature on notetaking strategies relevant to second language listening comprehension test performance (specifically Chaudron, Cook, & Loschky, 1988;Cushing, 1991Cushing, , 1993Dunkel, 1988a;Liu, 2001), eight categories were identified for the analysis of examinees' notes. The content analysis addressed many of the same notetaking strategies addressed on the questionnaires and in the good practices intervention, including, for example, the extensiveness of the notes, the content and efficiency of the notes, and the organization of the notes.…”

Section: Content Analysis Of Notesmentioning

confidence: 99%

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Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks

Carrell

2007

ETS Research Report Series

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ETS, the ETS logos, TOEFL, the TOEFL logo, and TSE are registered trademarks of Educational Testing Service (ETS). THE TEST OF ENGLISH AS A FOREIGN LANGUAGE and the TEST OF SPOKEN ENGLISH are trademarks of ETS.To obtain more information about the TOEFL programs and services, use one of the following: E-mail: toefl@ets.org Web site: www.ets.org/toefl ForewordThe TOEFL ® Monograph Series features commissioned papers and reports for TOEFL 2000 and other Test of English as a Foreign Language™ (TOEFL) test development efforts. As part of the foundation for the development of the TOEFL Internet-based test (TOEFL iBT), papers and research reports were commissioned from experts within the fields of measurement, language teaching, and testing through the TOEFL 2000 project. The resulting critical reviews, expert opinions, and research results have helped to inform TOEFL program development efforts with respect to test construct, test user needs, and test delivery. Opinions expressed in these papers are those of the authors and do not necessarily reflect the views or intentions of the TOEFL program.These monographs are also of general scholarly interest, and the TOEFL program is pleased to make them available to colleagues in the fields of language teaching and testing and international student admissions in higher education.The TOEFL 2000 project was a broad effort under which language testing at ETS ® would evolve into the 21st century. As a first step, the TOEFL program revised the Test of Spoken English™ (TSE ® ) and introduced a computer-based version of the TOEFL test. The revised TSE test, introduced in July 1995, is based on an underlying construct of communicative language ability and represents a process approach to test validation. The computer-based TOEFL test, introduced in 1998, took advantage of new forms of assessment and improved services made possible by computer-based testing, while also moving the program toward its longer-range goals, which included:• the development of a conceptual framework that takes into account models of communicative competence• a research program that informs and supports this emerging framework • a better understanding of the kinds of information test users need and want from the TOEFL test• a better understanding of the technological capabilities for delivery of TOEFL tests into the next century Monographs 16 through 20 were the working papers that laid out the TOEFL 2000 conceptual frameworks with their accompanying research agendas. The initial framework document, Monograph 16, described the process by which the project was to move from identifying the test domain to building an empirically based interpretation of test scores. The subsequent framework documents, Monographs 17-20, extended the conceptual frameworks to the domains of reading, writing, listening, and speaking (both as independent and interdependent domains). These conceptual frameworks guided the research and prototyping studies described in subsequent monographs that resulted in the final test model. The culm...

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Content Analysis Of Notesmentioning

confidence: 99%

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Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks

Carrell

2007

ETS Research Report Series

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“…Such research would extend the work already done on this topic with nonnative English speakers (e.g., Dunkel, 1986Dunkel, , 1988, in this case with particular application to the TOEFL context. A first step could be to examine the notes taken in the present study, si~ce analysis of these· notes was beyond the scope of the present research plan.…”

Section: Issues For Further Researchmentioning

confidence: 69%

Note Taking and Listening Comprehension on the Test of English as a Foreign Language

Hale

Courtney

1991

ETS Research Report Series

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A continuing program of research related to the TOEFL test is carried out under the direction of the TOEFL Research Committee. Its six members include representatives of the Policy Council, the TOEFL Committee of Examiners, and distinguished English as a second language specialists from the academic community. Currently the Committee meets twice yearly to review and approve proposals for test-related research and to set guidelines for the entire scope of the TOEFL research program. Members of the Research Committee serve three-year terms at the invitation of the Policy Council; the chair of the committee serves on the Policy Council.Because the studies are specific to the test and the testing program, most of the actual research is conducted by ETS staff rather than by outside researchers. However, many projects require the cooperation of other institutions, particularly those with programs in the teaching of English as a foreign or second language. Representatives of such programs who are interested in participating in or conducting TOEFL-related research are invited to contact the TOEFL program office. Local research may sometimes require access to TOEFL data. In such cases, the program may provide the data following approval by the Research Committee. All TOEFL research projects must undergo appropriate ETS review to ascertain that the confidentiality of data will be protected. Current (1990-91) AbstractThis study examined the effects of taking notes in the portion of the TOEFL listening comprehension section that contains short monologues, or "mini-talks. ,. These effects were assessed in experimental testing sessions with students in intensive English language programs and with undergraduate and graduate international students. A multiple-choice questionnaire surveyed the students' reactions to the opportunity to take notes and their previous note-taking experiences.Allowing students to take notes had little effect on their performance, and urging students to take notes significantly impaired their performance. These effects were observed even for students who reported being in the habit of taking many notes or reported having had classroom instruction in note taking. Apparently, then, little benefit is gained by taking notes in the context of the present TOEFL mini-talks, perhaps because they are designed to assess listening comprehension with minimal demand placed on memory. Responses to the questionnaire aid in understanding the results and provide useful general information about the students' note-taking experiences and habits.

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“…Some studies investigating the relationship between note-taking (as opposed to no note-taking) and listening comprehension resulted in no significant relationship between the two (Dunkel, 1988;Hale & Courtney, 1994;Chaudron, Loschky, & Cook, 1994).…”

Section: Review Of Literaturementioning

confidence: 99%

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

Zoghi¹,

Drood²

2017

IJEL

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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.

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The Content of L1 and L2 Students' Lecture Notes and Its Relation to Test Performance

Cited by 69 publications

References 31 publications

Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks

Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks

Note Taking and Listening Comprehension on the Test of English as a Foreign Language

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

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