University EFL Students; Experiences In Using Note-Taking Strategies In Academic Listening Class

Abstract

This thesis investigates university EFL (English as a Foreign Language) students' experiences of using note-taking strategies during academic listening classes. The main aim is to understand the experiences experienced by students in the EFL context. A qualitative research design was adopted, involving interviews with EFL students from UKSW. The data collected were analyzed thematically to identify common patterns and themes in students' experiences. The findings revealed that note-taking significantly enhances students' comprehension, retention, and ability to focus on key lecture points. Benefits extend beyond the classroom, supporting students in other academic courses and non-academic tasks such as organizing events and managing deadlines. Despite these advantages, challenges were identified, including difficulties with rapid speech, unfamiliar vocabulary, and adapting to diverse accents. These findings highlight the importance of targeted training in note-taking strategies to support EFL learners' academic success. The study emphasizes the need for diverse instructional materials and personalized strategies to address these challenges effectively. Suggestions for future research include investigating note-taking technologies and examining its broader applications in professional and personal contexts.