The Contribution of Cornell Note-Taking Strategy Instruction to the Listening Comprehension of Iranian EFL Learners: A Case of Learners’ Perception
الموضوعات :
Shahrzad Amini
1
(Assistant Professor of Hafez Institute of Higher Education, Shiraz, Iran)
zahra sadati
2
(MA Student of TEFL at Hafez Institute of Higher Education, Shiraz, Iran)
الکلمات المفتاحية: Listening comprehension, Iranian EFL learners, Note-taking, learners’ perceptions,
ملخص المقالة :
The current study is a quasi-experimental mixed method that sought to further investigate the effect of teaching the Cornell method on improving the listening comprehension of Iranian EFL learners. It also aimed to examine the perceptions of English language learners toward the Cornell method. The participants were 60 female students at the Mehr-e-Taban Girl’s bilingual high school in Shiraz. Data collection tools included an Oxford Quick Placement Test, a questionnaire, a semi-structured interview, and one sample of the First Certificate in English (FCE) listening test. Data analysis was conducted using a one-sample t-test, independent sample t-test, paired samples t-test, and the Covariance test. According to the results, the experimental group outperformed their peers in the listening comprehension test. Qualitative data analysis revealed that students viewed the Cornell method as beneficial for comprehending listening tests. The study recommends using the Cornell method to enhance students' listening skills and critical thinking.
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