APPLYING THE NOTE-TAKING METHOD TO ENHANCE LISTENING COMPREHENSION SKILLS FOR SECOND-YEAR ENGLISH LANGUAGE TEACHER EDUCATION STUDENTS AT VINH UNIVERSITY

Abstract

This study evaluates the effectiveness of the note-taking method on the listening performance of second-year English language teacher education students and their feedbacks. The experimental study was conducted with a class of forty-four second-year students majoring in English language teacher education at Vinh University. The participants were divided into a pilot group and a control group. A mixed-method intervention design was applied, in which data were collected from pre-test, post-test, and semi-structured interviews. The results of statistical analysis, topic analysis, and comparison of data sets from tools showed that second-year English language teacher education students using the note-taking method performed better than those in the control group. More specifically, students in the experimental group made significant progress after applying the note-taking method. Most of the feedback was positive on the use of the note-taking method. Although research results are limited due to speaking speed and many other factors, the note-taking method should be used in teaching listening skills to English language teacher education students with some suggested notes.