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Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks TOEFL iBT ESL

Author(s):
Carrell, Patricia L.
Publication Year:
2007
Report Number:
RR-07-01, TOEFL-MS-35
Source:
ETS Research Report
Document Type:
Report
Page Count:
60
Subject/Key Words:
Test of English as a Foreign Language (TOEFL), Internet Based Testing (iBT), English as a Second Language (ESL), Listening Comprehension Tests, Notetaking, Content Analysis, Integrated Activities

Abstract

Results showed that examinees made little use of efficiency and marked organizational notetaking strategies. While the intervention had no effect on examinees’ notetaking strategies or on their task performance, students’ posttest notetaking strategies and task performance were significantly related to their pretest notetaking strategies and task performance. Moreover, notetaking and test performance were moderately related: Two notetaking strategies that most consistently related to performance on all three tasks were the number of content words in the notes and the number of test answers recorded in the notes. Efficiency strategies represented a cognitively complex category worthy of further investigation.

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