Korean EFL Students’ Perceptions on Note-taking Strategy and Its Training in Academic English Listening Tests

김정현 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.3

The current study examined Korean college students’ perceptions on the effects of note-taking and its training. A total 92 college students were randomly assigned to one of the three groups: (A) training group which was allowed to take notes during the test, (B) no-training group which was allowed to take notes during the test, and (C) no-training group which was not allowed to take notes during the test. Three different sets of mini iBT TOEFL tests, questionnaire surveys (before and after the training), strategy training (in three different periods), and interviews (9 students) were conducted. The results indicated that note-taking and note-taking strategy training did affect the trained group’s test performance, and its effect was not statistically significant. Most students perceived the necessity or importance of note-taking and its training, whether they were allowed to take them or not. There was also some discrepancy between the students’ perception of note-taking and their actual use of note-taking; the students did not take notes although they talked about the virtue of taking notes. The present study is significant in that it addressed the various perceptions and aspects of the note-taking and the training in an EFL context of Korea through quantitative and qualitative approaches.

초등학생의 영어듣기 능력과 관련된 적어두기 활동의 효과

이형숙(Hyong-sook Lee),김동규(Dong-kyoo Kim) 성신여자대학교 교육문제연구소 2011 교육연구 Vol.51 No.-

본 연구는 우리나라 초등학생들의 영어 듣기 활동에서 적어두기 활동실태와 그러한 활동이 학생들의 듣기 능력에 미치는 영향에 대해 고찰한 것이다. 총 131명의 초등학생들이 이 연구에 참여하였는데 학생들은 적어두기 전략의 실행 정도, 적어두기 전략에 대한 인식, 적어두기 전략을 권유받은 경험, 적어두기 전략 실행 방법 등에 관한 설문지에 답하였다. 또한 적어두기 전략의 사용과 학생들의 듣기 능력 간의 상관관계가 조사되었다. 이 연구의 실험설계 영역에서는 두 집단을 실험과 통제집단으로 나누고 실험집단에만 적어두기 전략에 대한 훈련이 실시되었다. 본 연구 결과에 의하면 초등학생들의 적어두기 전략의 사용은 그들의 듣기 능력과 유의미한 상관관계가 있었다. 그러나 실험집단에서 적어두기 전략 훈련의 효과는 검증되지 못했다. 즉 사후 듣기 시험에서 두 집단의 듣기 능력은 향상되었으나 집단간 유의미한 차이는 나타나지 않았다. The purpose of this study was to examine the use of note-taking strategies by Korean elementary school students and investigate the relationship between the use of note-taking strategies and the students’ listening proficiency. This study also attempted to explore the effects of note-taking strategies on elementary school students’ English listening proficiency. A total of 131 elementary school students participated in this study. A questionnaire was administered to the elementary school students in order to examine their use of note-taking strategies, perceptions on note-taking strategies, experience with note-taking strategies, and methods related to note-taking strategies. The relationship between the students’ use of note-taking strategies and their listening proficiency was also examined based on the results of the questionnaire and the listening tests. For the experimental part of this study, the elementary school students were divided into two groups, an experimental group and a control group. The experimental group received note-taking strategies training whereas this treatment was not conducted on the control group. The results of this study are as follows. First, the elementary school students used less note-taking strategies. Second, there was a significant relationship between the students’ use of note-taking strategies and their listening proficiency. The relationship between their perceptions on note-taking strategies and their listening proficiency was also significant. Third, the experimental part of this study failed to find any significant effects of note-taking strategies training on the students’ listening proficiency. Several pedagogical implications are discussed and future research is suggested based on the findings of this study.

듣기-쓰기 통합 활동으로서의 ‘강의 듣고 필기하기’ 사례 연구- 국내 학부 외국인 유학생의 노트 필기를 중심으로 -

이은희 한말연구학회 2019 한말연구 Vol.- No.51

This study made educational implications focused on the skill of ‘lecture-listening and note-taking’ in Korean universities. The purpose of this study is to facilitate smooth study performance of undergraduate foreign students in Korean universities. Through a case analysis of learners who earn good grades despite their low Korean language skills, this study has revealed that ‘listening and note-taking’ is a skill that can be improved through practice. This study also suggests that ‘listening and note-taking’ should be treated as an independent skill and not as one type of writing strategy. This study approached ‘listening and note-taking’ as an integrated activity of ‘listening and writing’ and analysed actual notes from real Korean lectures to investigate specific examples of realization. 12 in-depth interviews were also conducted for in-depth analysis. Five factors affecting note-taking were identified as: “Students’ perception of note-taking, Cognitive errors in the note-taking process, Note-taking methods, Experience in college lecture-taking, Education-cultural background and note-taking experience.” Educational suggestions on ‘listening and note-taking’ were made as followed: First, the learners’ awareness of the importance of note-taking should be promoted. Second, cognitive errors in the note-taking process should be prevented through secondary note-taking. Third, in primary note-taking during class, it is more efficient to transcribe in sentences rather than summarizing with key words. Fourth, ‘listening and note-taking’ is a skill that can be enhanced through practice, regardless of language proficiency. This study does not cover all types of learning that take place in universities, but is limited to receptive learning (with the aim of understanding the delivered content according to the instructors’ intention) in a conversational descriptive lecture.

노트쓰기가 요약문 쓰기에 미치는 영향에 대한 질적 분석

주민재,김진웅 한국어교육학회 2020 국어교육 Vol.0 No.168

This study uses a qualitative research method wherein the authors of the abstract are interviewed, and an in-depth analysis is conducted to determine the students' perceptions regarding note-taking, the purpose of note-taking, its application, and the relationship between the use of note-taking and the level of summary. Note-taking is an active, cognitive action that helps people to overcome memory-related limitations by recording as much information as possible in limited time and space, such as classrooms. Note-taking ensures the effective use of "attention" and "memory". Moreover, it influences other factors, such as "comprehension," "recognition," and "connection" with other knowledge. The participants indicated that they were fully aware of the utility of note-taking and actively used note-taking, based on their situation and conditions. The results showed that there was a clear difference in the use of "marking" and "memo". "Marking" was often used when the psychological burden of understanding or remembering information or knowledge was weak. On the other hand, "memo was generally used when the cognitive agent consciously determined the importance of the information at hand, thus indicating the need to remember or understand the information. "Memo" and "marking" were not limited to identifying and selecting information that should be learned in the summary process. Note-taking plays a real context role in organizing information. The results show that based on the level of summary, the difference in the recognition mode of note taking was not confirmed. The "high-level" group was specific about the role and function that note-taking played in the summary process. However, the "low-level" group retained the general level of perception. These findings show that there is a clear difference between the ability of the two group to apply and use note-taking for knowledge acquisition and elaboration. In addition, the "high-level" group spent increased time and effort to identify the subject, core content, and structure of the text by using note-taking and constructing the content of the summary. The study findings provide a tentative conclusion that the use of note-taking for training in specific writing genres, such as summary writing, can lead to substantial improvement in students' writing ability.

Korean EFL Students’ Perceptions on Note-taking Strategy and Its Training in Academic English Listening Tests

Junghyun Kim 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.3

The current study examined Korean college students’ perceptions on the effects of note-taking and its training. A total 92 college students were randomly assigned to one of the three groups: (A) training group which was allowed to take notes during the test, (B) no-training group which was allowed to take notes during the test, and (C) no-training group which was not allowed to take notes during the test. Three different sets of mini iBT TOEFL tests, questionnaire surveys (before and after the training), strategy training (in three different periods), and interviews (9 students) were conducted. The results indicated that note-taking and note-taking strategy training did affect the trained group’s test performance, and its effect was not statistically significant. Most students perceived the necessity or importance of notetaking and its training, whether they were allowed to take them or not. There was also some discrepancy between the students’ perception of note-taking and their actual use of note-taking; the students did not take notes although they talked about the virtue of taking notes. The present study is significant in that it addressed the various perceptions and aspects of the note-taking and the training in an EFL context of Korea through quantitative and qualitative approaches.

메모하기 전략이 EFL 대학생들의 영어 듣기 능력에 미치는 영향

김동규 ( Dong Kyoo Kim ) 현대영어교육학회 2008 현대영어교육 Vol.9 No.2

This study examined Korean college students` use of note-taking strategies and the relationship between the students` use of note-taking strategies and their listening proficiency. This study also investigated the effects of note-taking strategies on the students` English listening proficiency. One hundred and forty-two university students were surveyed in order to identify their use of note-taking strategies, perceptions on note-taking strategies, and experience of being recommended to use note-taking strategies. Two classes were selected as an experimental group and a control group for the experimental part of this study. The experimental group received note-taking strategy training, whereas this treatment was not implemented on the control group. According to the results of the study, the students showed relatively positive perceptions on using note-taking strategies in their English learning, but the level of using note-taking strategies by the students was low. There was a relatively high relationship between the students` use of note-taking strategies and their listening proficiency. Results also showed significant positive effects of note-taking strategy training on the students` listening proficiency. Several pedagogical implications are discussed based on the findings of this study.

학습전략 중 노트필기 전략 훈련의 효과에 관한 대학생 사례 연구

장은정(Jang, Eun-Jung),박미순(Park, Misoon) 한양대학교 교육공학연구소 2014 학습과학연구 Vol.8 No.3

본 연구의 목적은 학습전략 중 노트필기 전략 훈련이 학습능력이 낮은 학생에게 학습과정과 학업성취에 어떠한 영향을 미치는지 밝히는 것이다. 학습능력이 낮은 학생이 기존에 가지고 있는 학습전략은 어떠하고, 노트필기 전략 훈련이 학습과정과 학업성취에 어떠한 영향을 미쳤으며, 노트필기 전략 훈련으로 인해 학습전략에는 어떠한 변화가 나타났는지 심층적으로 사례연구를 수행하였다. 본 연구는 모 대학에서 학습전략과 성적이 부진한 학생을 선정하여 2013년 5월부터 2014년 6월까지 약 13개월 간 실시하였으며, 학습전략검사, 심층인터뷰와 노트필기를 바탕으로 심층적인 질적분석을 실시하였다. 심층인터뷰의 내용은 개방코딩, 범주화, 범주확인의 과정을 거치는 반복적 비교분석법을 사용하였다. 이에 본 연구는 다음과 같은 결론 및 시사점을 도출하였다. 첫째, 성적이 낮은 학생은 성격이나 정서적 측면에서 불안함이 있었으나 노트필기 전략 훈련으로 인해 성격이나 정서적인 안정과 학습에 대한 태도를 개선하는 효과가 있었다. 둘째, 노트필기법은 키워드를 찾고 필기하는 활동 자체가 수업에 집중할 수 있게 해주었고, 요약정리를 통해 반복학습의 기회를 제공했으며, 노트의 결과물은 학생에게 자신감과 성취감을 부여해 주었다. 셋째, 노트필기는 시험을 준비하는데 있어서도 중요한 핵심을 쉽게 찾을 수 있어 시험공부 시간을 절약해주고 시험준비 요령을 터득하는 효과를 가져왔다. 넷째, 성적이 낮은 학생에게 노트필기 전략 훈련은 미미하긴 하지만 학습전략을 향상시키는 효과가 있었다. 그러나 노트필기를 철저하게 수행하지 못하여 학업성취에서 충분한 향상을 보이지는 못하였다. 다섯째, 학습능력이 부진한 학생에게 노트필기 전략 훈련은 체계적이고 장기적인 훈련과 학습상담 전문가의 지속적인 컨설팅으로 개선될 수 있었다. 따라서 학습능력이 낮은 학습자에게도 노트필기 전략 훈련은 유용하게 적용될 수 있으며, 궁극적인 효과를 거두기 위해서는 장기적인 컨설팅이 지속적으로 필요하다. The purpose of this study is to identify the effects of note-taking practice on the academic development in the college. Using qualitative research with the case of a low academic achiever, the changes in learning strategies after the note-taking practice were examined. The case study was continued for about thirteen months in a college setting. The MLST learning strategies test, in 3 depth interviews and note-taking skills were examined. The results of this study were as following. First, after note-taking practice, uneasiness of personality and the emotional aspect of low academic achiever stabilized. Also, learning attitude changed positively. Second, finding important keywords for note-taking and note-taking itself made the student focus on the class work. Summarizing learning contents allowed the student to repeat the concepts and personal effort drove the student to have academic confidence and achievement. Third, the note-taking strategy was a useful tool for preparing for assessments, too. This was because structured notes made it easy for the student to find important concepts and provided clues for the test without spending lots of time. Fourth, because the note-taking strategy could not strictly be applied, academic improvement was not significant. Finally, note-taking practice was long term programs for low achiever. And it needs to be consulted by learning specialists consistently. It is concluded that note-taking practice was useful for low academic achiever. The findings of this study suggest that to achieve a long term academic improvement, an educational consulting program about note-taking should be implemented.

구성주의적 노트테이킹 수업 경험에 관한 연구

임세인,이주연,임향옥 한국통역번역학회 2022 통역과 번역 Vol.24 No.2

Although note-taking inarguably plays an important part in consecutive interpreting, prescriptive teaching of note-taking strategies can be challenging as the technique remains highly individual and requires practice. The constructivist approach has thus been embraced by a handful of researchers in the last few years to encourage group work and help students maximize learning outcomes. This study incorporates this recent direction in note-taking research to explore how students co-construct note-taking knowledge. Six note-taking techniques adapted from Rozan – verticality, nuance markers, symbols and abbreviations, noting the idea, links and logical connections, dynamic note-taking – were used as first year T&I graduate students engaged in constructivist classroom discussions and activities over the course of six weeks. Students’ experiences were captured in the form of journals and survey, which hinted at continued integration of new knowledge with the existing ones. As students engaged in group exercises designed to encourage inquiry-based learning and personal reflection, prior knowledge was brought to the learning process, thereby enabling students to shape and reshape their own concepts of note-taking. This study is expected to prompt interpreter trainers and learners to explore new possibilities for teaching and learning note-taking, thereby encouraging new knowledge formation.

순차통역 노트테이킹 계층화에 관한 사례연구 - 한일 순차통역 입문 수업을 중심으로 -

김보애 한국통역번역학회 2019 통역과 번역 Vol.21 No.2

This is a case study to elucidate an association between consecutive interpretations and stratified note-taking. Stratification in note-taking is limited to diagonal and parallel types in this study. It was possible to derive several significant conclusions from the results of analyses on both voice files of students in consecutive interpretations and survey questionnaire. First of all, although it is not always concluded that an objective assessment result indicates the quality of interpretation, the group of people, who answered that an effort was made for note-taking stratification, showed much better result in interpretation. In addition, this group actually exhibited that their note-takings were systematically stratified well. The top three students in terms of overall assessment all belonged to the group that made an effort for note-taking stratification and three students with the lowest assessment were all in the opposite group. An education for note-taking should be started as early as possible in the specific pattern. However, an education is possible only for several principles and learners need to develop note-taking with the most appropriate way for each of them afterwards. Furthermore, they should make an effort to improve their skills on consecutive interpretations from various perspectives other than note-taking.

대학생의 그릿과 학업성취의 관계에서 노트필기의 조절효과

서은희(Seo, Eun-Hee),김은영(Kim, Eun-Young) 한국교육학회 2018 敎育學硏究 Vol.56 No.3

본 연구는 그릿이 학업성취와의 연구결과가 일관적이지 않다는 것에 주목하고, 그릿이 학업성취결과로 드러나는 과정에 영향을 미치는 조절변인으로 노트필기를 설정하였다. 본 연구의 목적은 대학생의 그릿과 학업성취의 관계를 노트필기가 조절하는지 분석하였다. 이를 위해 대학생 364명을 연구대상으로 설문조사를 통해 자료를 수집하였고, 다중회귀분석과 함께 Hayes의 SPSS PROCESS Macro를 활용하여 조절효과를 검증하였다. 분석결과는 다음과 같다. 첫째, 그릿은 학업성취에 유의한 영향을 미치는 것으로 나타났다. 그러나 노트필기 변인이 추가되자 학업성취에 대한 그릿의 영향력이 유의하지 않은 것으로 나타났다. 둘째, 노트필기가 학업성취에 미치는 영향은 그릿이 학업성취에 미치는 영향보다 큰 것으로 나타났다. 특히 그릿 수준에 상관없이 노트필기 수준이 높은 집단이 낮은집단에 비해 전반적으로 학업성취가 높았다. 하지만 노트필기 기술이 부족한 경우, 그릿이 학업성취에 중요한 것으로 나타났다. 셋째, 그릿과 학업성취의 관계에서 노트필기의 조절효과를 확인하였다. 이러한 연구결과를 바탕으로, 그릿이 학업성취에 영향을 미치는 과정에 노트필기라는 학습기술의 중요성을 확인하였고, 학생들의 적응적인 대학생활을 위해 필요한 교수-학습적 지원과 서비스에 대한 시사점을 논의하였다. Previous studies on the relationship between grit and academic achievement are inconsistent. The conflicting results of prior studies are likely to be due to the influence of factors such as use of study skills. The purpose of this study was to examine the moderating effect of note-taking on the relationship between grit and academic achievement. The survey included 364 college students in South Korea. Multiple regression analyses and examination of moderating effect using SPSS PROCESS Macro of Hayes were conducted. This analysis revealed that grit significantly predicted academic achievement. When note-taking was considered, however, the effect of grit on academic achievement was not significant. The result also indicated that the effect of note-taking on academic achievement was more than the effect of grit on academic achievement. Regardless the level of grit, especially, the high level group of note-taking generally showed higher academic performance than the low level group of note-taking. The moderating effect of note-taking was confirmed in the relationship between grit and academic achievement of college students. But when college students are lack of note-taking skill, grit played an important role in academic achievement. Last, note-taking moderated the relationship between grit and academic achievement The findings imply that learning strategies like note-taking might be important in the relationship between grit and academic achievement Implications of this study were discussed.