메모하기 전략이 EFL 대학생들의 영어 듣기 능력에 미치는 영향
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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.
Abstract
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.
참고문헌 (24)
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