The impact of input format on written performance in a listening-into-writing assessment

Westbrook, Carolyn

doi:10.1016/j.jeap.2022.101190

Cited by 5 publications

(1 citation statement)

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“…Challenges in L2 Listening have been noted, and attempts to address them have been made using a variety of strategies [2]. From as far back as 100 years ago, Crawford (1925) [3] conducted experiments to test and confirm the effects of notetaking on listening comprehension, to the present research still examining note-taking's role in improving academic acquisition [4][5][6][7][8], note-taking has generally been recognized as a "component crucial to learning in academic contexts" [9] and even "THE distinguished characteristic of higher education" [10].…”

Section: Introductionmentioning

confidence: 96%

‘Drawing out the Whole Picture’: Positive and Gestalt Effects of Taking Sign-Based Notes on Listening Performance in Chinese ESL Classrooms

Yang

McAllister

2023

Behavioral Sciences

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The effort to design a most ideal strategy for L2 learners to take notes in L2 (EFL/EMI/EAP) classrooms has received growing attention. However, note-taking has been repeatedly tested and reported diverging impacts on students’ learning. This study investigates the effects of sign-based note-taking (SBN) with the traditional way of using pens and paper, and it features the cognitive processes of understanding and creating notes. SBN guides students to comprehend and draw a gestalt of notes using signs (i.e., icons, indices, and symbols). In a 16-week mixed study, three types of interventions—a traditional treatment, TOEFL’s ‘good-note guidance’ (GNG), and SBN—were administered to three separate student groups, namely a control group (CG) and two experiment groups (EG1 and EG2). Pre-, post-, delayed tests, questionnaires, and post-intervention interviews were conducted and analyzed for the needs and the effects of interventions on listening performances. Findings are as follows: only EG2 achieved significantly higher performance regardless of instructor’s influence, proving gestalt-based SBN an effective cognitive practice; GNG improved performance over time; students favored SBN, wanting longer-duration guidance. These results confirm that gestalt strengthens memory for L2 listening and yields pedagogical implications for L2 Listening classrooms.

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