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EXPLORANDO EL IMPACTO DE LAS ESTRATEGIAS DE TOMA DE NOTAS EN EL
DESARROLLO DE LAS HABILIDADES DE ESCUCHA EN ESTUDIANTES DE INGLÉS
COMO LENGUA EXTRANJERA
EXPLORING THE IMPACT OF NOTE-TAKING STRATEGIES ON THE DEVELOPMENT
OF LISTENING SKILLS IN EFL LEARNERS
Autores: ¹José Luis Pomavilla Patiño y ²Mauro David Villacrés Benalcázar.
¹ORCID ID: https://orcid.org/0000-0001-8388-9658
²ORCID ID: https://orcid.org/0009-0008-2111-1347
¹E-mail de contacto: jpomavilla@yachaytech.edu.ec
²E-mail de contacto: mvillacres@yachaytech.edu.ec
Afiliación:
1*2*
Universidad de Investigación de Tecnología Experimental Yachay, (Ecuador).
Articulo recibido:23 de Diciembre del 2025
Articulo revisado: 25 de Diciembre del 2025
Articulo aprobado: 5 Enero del 2026
¹Licenciado en Ciencias de la Educación, Profesor de Idiomas – Inglés de la Universidad Nacional de Chimborazo, (Ecuador). Master of
Science, Curriculum and Instruction, English as a second Language, Kansas State University, (Estados Unidos). Doctorante en Ciencias
de la Educación, Doctorante en Ciencias de la Educación Instituto Central de Ciencias Pedagógicas de Cuba, (Cuba).
²Licenciado en Ciencias de la Educación Especialización Inglés, Universidad Técnica del Norte, (Ecuador). Magíster en Enseñanza de
Inglés como Idioma Extranjero TEFL, Escuela Superior Politécnica del Litoral, (Ecuador).
Resumen
Esta investigación aborda el impacto de las
estrategias de toma de notas en el desarrollo de
las habilidades de escucha en estudiantes de
inglés como lengua extranjera (EFL). El
objetivo principal de la investigación fue
conocer cómo la implementación de estas
estrategias puede influir en la habilidad de
ecucha (listening). El estudio tiene un enfoque
mixto, los estudiantes de niveles A1 y A2 de la
universidad Yachay fueron divididos
aleatoriamente en grupo experimental y grupo
de control. Se tomó un examen de diagnóstico
a los dos grupos para medir la habilidad de
escucha, luego se capacitó al grupo
experimental en estrategias de toma de notas
(Cornell notes, outline notes, mind maps, Split-
paged method). Se tomó un test final a los dos
grupos con el fin de analizar las diferencias en
los resultados. Finalmente, se aplicó una
encuesta sobre el uso de las estrategias de toma
de notas a los estudiantes del grupo
experimental. Los resultados indican que,
después de la capacitación en estrategia de
toma de notas, el grupo experimental presentó
una mejora significativa en sus habilidades de
escucha en comparación con el grupo de
control, con un aumento notable en la media de
las notas obtenidas. Además, las encuestas
muestran la aceptación por parte de los
estudiantes de las estrategias de toma de notas,
también indicaron una mayor confianza y
participación de los estudiantes en el aula. La
investigación demuestra que las estrategias de
toma de notas son efectivas para mejorar las
habilidades de escucha en estudiantes de EFL,
recomendándose su inclusión en los programas
de enseñanza para potenciar el aprendizaje del
idioma.
Palabras clave: Estrategias de toma de
notas, Escucha, Inglés, Aprendizaje,
Rendimiento.
Abstract
This research addresses the impact of note-
taking strategies on the development of
listening skills in EFL learners. The main
objective of the research was to find out how
the implementation of these strategies can
influence listening skills. The study has a
mixed approach, students from A1 and A2
levels in the university of Yachay were
randomly divided into experimental and
control groups. A diagnostic test was
administered to both groups to measure
listening skills, then the experimental group
was trained in note-taking strategies (Cornell
notes, outline notes, mind maps, Split-page
method). A final test was then administered to
both groups in order to analyze the differences
in the results. Finally, a survey on the use of
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note-taking strategies was administered to the
students in the experimental group. The results
indicate that after note-taking strategy training,
the experimental group showed a significant
improvement in their listening skills compared
to the control group, with a notable increase in
the average grades obtained. Furthermore,
surveys show student acceptance of note-
taking strategies and also indicated increased
confidence and active participation of students
in the classroom. Research shows that note-
taking strategies are effective in improving
listening skills in EFL learners, and their
inclusion in teaching programs is
recommended to enhance language learning.
Keywords: Note taking strategies, Listening,
English, Learning, Performance.
Sumário
Esta investigação aborda o impacto das
estratégias de anotações no desenvolvimento
da competência de compreensão oral em
aprendentes de inglês como língua estrangeira
(EFL). O principal objetivo da investigação foi
descobrir como a implementação destas
estratégias pode influenciar a capacidade de
compreensão auditiva. O estudo adotou uma
abordagem mista: os alunos dos níveis A1 e A2
da Universidade de Yachay foram divididos
aleatoriamente em grupos experimental e de
controlo. Um teste de diagnóstico foi aplicado
a ambos os grupos para avaliar a capacidade de
compreensão auditiva. De seguida, o grupo
experimental recebeu formação em estratégias
de anotações (método Cornell, anotações em
tópicos, mapas mentais e método de divisão de
páginas). Um teste final foi aplicado a ambos
os grupos para analisar as diferenças nos
resultados. Por fim, foi aplicado um
questionário sobre a utilização das estratégias
de anotações aos alunos do grupo experimental.
Os resultados indicam que, após o treino em
estratégias de tomada de notas, o grupo
experimental apresentou uma melhoria
significativa na capacidade de compreensão
auditiva em comparação com o grupo de
controlo, com um aumento notável na média
das notas obtidas. Além disso, os questionários
mostraram a aceitação das estratégias de
tomada de notas por parte dos alunos, bem
como um aumento da confiança e da
participação ativa dos alunos na sala de aula. A
investigação mostra que as estratégias de
tomada de notas são eficazes para melhorar as
competências de compreensão oral em
aprendentes de inglês como língua estrangeira,
e a sua inclusão em programas de ensino é
recomendada para melhorar a aprendizagem da
língua.).
Palavras-chave: Estratégias para tomar
notas, Compreensão oral, Inglês,
Aprendizagem, Desempenho.
Introduction
One of the most critical skills in second
language acquisitions is the listening skill due
to its importance to effective communication.
However, many students learning English as a
Foreign Language (EFL) find problems in
developing their listening skills, they
commonly struggle with accents,
pronunciations, the speed of what is being
heard, vocabulary, and grammar. To overcome
this, educators have constantly implemented
various strategies to boost listening
comprehension. Among all the strategies, note-
taking has been one of the most relevant tools
for academic success. It provides students with
the skills to concentrate, categorize information
and recall details. Regardless of its popularity,
the impact of note-taking strategies on listening
skills development in EFL context, is still not
explored enough and even less with lower levels
such as A1 and A2 EFL students do not
commonly possess effective strategies to handle
spoken information during tasks that involve
listening, which obstructs comprehension and
reduces the ability to utilize oral input. Note-
taking has been widely recognized as a
beneficial technique in academic settings, in
EFL contexts which has not been studied
appropriately.
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Although, previous research has probed the
positive effects of note-taking on academic
listening (e.g., Zohrabi & Esfandyari, 2014),
many of them concentrated on intermediate to
advance levels like B1 or B2 levels in academic
contexts where English is spoken and learned as
a second language. Just a few studies have
looked for the influence of note-taking on
beginner levels (A1, A2). Moreover, the
predominant format of audios used in the
studies have been lectures and not varied
contexts audios leaving a gap in understanding
its broader applicability. Recent studies, such as
those by Bao (2013) and Al-Ghazo (2023),
agreed that note-taking training brings great
benefits to learners, but they mainly used tests
like TOEFL impeding generalization in other
EFL contexts. This study tries to analyze the
gaps by concentrating on beginner learners and
explore the impact of note-taking by using
varied audio material.
This study seeks to investigate the impact of
note-taking strategies on the listening skills of
A1-A2 level EFL learners in a university
context. To be more specific, this study aims to
assess how effective various note-taking
strategies are in enhancing students’
comprehension. Also, to compare the fulfilment
between an experimental group who received
instruction in note-taking strategies and a
control group. Finally, this research seeks to
explore the students´ perceptions over the utility
of note-taking strategies in listening activities.
The research questions that guide this study are:
How do note-taking strategies affect the
listening skills of A1-level EFL learners iin a
university context? What are the earners'
perceptions of the use and effectiveness of note-
taking strategies in Englihs classes? Since the
study was carried out in a university with
beginner levels in an EFL context, it contributes
to filling the gap in the literature. Additionally,
the results of the study may benefit EFL
educators in general who seek to support EFL
learners in achieving listening proficiency.
Note-taking, in an English as a Foreign
Language (EFL) class, is the process of
recording key points, ideas, and examples
presented during lessons to support
comprehension and retention. It stimulates
active listening, organizes information, and the
notes can be reviewed outside the classroom to
reinforce concepts. (Flowerdew & Miller,
2005). Salame and Thompson (2020) found that
by using note-taking strategies, students
considerably increased their understanding with
the content which matches with the goal of
organizing information for later review thanks
to active listening. Effective note-taking
strategies, such as summarizing, outlines, and
the use of symbols or visual aids, encourage
autonomous learning and enhance critical
thinking (Brown, 2007). Furthermore, it is
considered an important academic skill that
helps students to process and internalize new
vocabulary, grammar structures, and cultural
nuances (Farr & Carey, 1986). The importance
of note-taking is more than writing down notes,
it actively engages students in the learning
process. When students take notes, they develop
their ability to focus on main ideas, identify
important details, and organize complex
information. This contributes to improving their
listening and writing skills (Brown, 2007).
Moreover, note-taking facilitates independent
learning since students can review their notes
and reflect on the content, this enables them to
analyze their own learning and reinforce
concepts. This process encourages deep
cognitive engagement, which is critical for
language acquisition (Flowerdew & Miller,
2005). Additionally, note-taking is important
for test preparation and long-term retention of
language concepts. Researches suggest that
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students who take detailed and organized notes
can recall information during assessments and
apply learned material in real-life contexts (Farr
& Carey, 1986). Notes can also serve as
personalized study guides since they provide
learners with a structured resource to revisit
grammatical rules, vocabulary, and complex
concepts. Furthermore, integrating note-taking
techniques, such as graphic organizers and mind
maps, enhances visual learning and makes
abstract concepts more accessible (Brown,
2007).
Notetaking is known to be a strategy that
enhances listening comprehension by
encouraging active engagement with the
content presented in the lessons. It enables
learners to filter, organize, and retain important
information, providing students the opportunity
to structure and understand spoken language.
Effective note-taking ignites the transformation
of passive listening into an active process,
letting students to cognitively process and better
understand the information" (Salame &
Thompson, 2020, p. 15). However, there is still
a concern regarding the cognitive demands of
simultaneously writing notes and processing
auditory input, this may affect the balance
between active listening and the physical act of
recording information. Research explores the
impact of different notetaking strategies and
their effects on listening comprehension. The
importance of mastering note-taking in school
is based on retention problems, since students
cannot re-listen to perform an activity, students
must take every opportunity to record
information so they can use it later (Hayati &
Jalilifar, 2009). In this study, researchers used
the Cornell method as a primary strategy of
note-taking. In this case, the chosen methods
demonstrated to be effective when used by
students. According to Örsdemir and Özdemir
Yılmazer (2016), the role of note-taking in
listening comprehension is significant. The
author considers factors like enhanced
concentration, improved listening skills,
inference skills development and writing skills
improved as considerations of great impact.
Lam (2021), also evidences that the use of note-
taking strategies may have a positive impact in
students’ listening comprehension.
Literature provides specific notetaking
strategies, such as the Cornell Method, mind
maps, and outlines, that cater to different
learning styles. These strategies may vary in
their effectiveness depending on the context of
the task and learner’s preferences. Some
scholars state the need to provide explicit
instruction on notetaking techniques as part of
EFL curricula. The debate focuses on whether
educators should teach students a variety of
strategies or focus on a singular approach, as
well as on students’ autonomy when selecting
techniques that work better for them. From the
wide range of techniques available for note-
taking, it is important to make sure they align to
the main goal of using them which is to provide
the opportunities to learners to succeed in the
retention of information (Teng, 2011). The
author stands out the importance of instructing
learners with the note-taking strategies for
better comprehension, retention, and
organization of lecture content. The Note-
taking strategies used by Teng were shorthand
and abbreviations, mind mapping, outlining,
charts and arrows, and keyword methods.
O'Malley and Chamot (1990), claim that
notetaking should be explicitly taught to help
students process and retain auditory information
more effectively. Their work recalls the
importance of notetaking as a cognitive tool that
supports comprehension and long-term
retention.
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Cognitive Load Theory (CLT) provides an
understanding of how the mental effort required
to process information affects learning
outcomes (Sweller, 1994). In the context of
notetaking, this theory emphasizes the
importance of handling cognitive resources
effectively to increase comprehension and
retention. According to Sweller (1994), learners
have a limited working memory capacity and
overloading it with excessive information can
delay learning. This concept is relevant to EFL
educators whose learners must simultaneously
process auditory input and write down key
points from information provided. Costley, J.,
& Fanguy, M. (2021). Note-taking performed in
collaboration can decrease the cognitive load
like the common distractions and confusion. By
doing so, learners will be allowed to share the
cognitive burden of listening and taking notes
simultaneously. This approach lines up with Shi
et al. (2022) in the way that shared tasks reduce
the cognitive load enabling students to
concentrate on understanding instead of
recording content presented in class. Cognitive
Load Theory provides a basis for designing
activities that balance mental effort and
information processing in EFL settings.
Educators can enhance notetaking effectiveness
by teaching strategies that minimize cognitive
overload so students can focus on
understanding and retaining important
information. The theoretical framework
presented in this review points out the essential
role of notetaking in improving the listening
skill in EFL contexts. The integration of
Cognitive Load Theory helps to understand the
mental processes involved in notetaking and
how these can be optimized to reduce cognitive
overload (Sweller, 1994). Furthermore, Sweller
(1994) highlights the importance of visual aids
to reduce cognitive demands. This theoretical
foundation supports the current research, which
aims to explore the relationship between
notetaking strategies and listening skills,
offering insights into pedagogical approaches
that can help educators in EFL contexts.
Materials and Method
This study employes a mixed-method approach,
utilizing quantitative and qualitative approaches
to analyze the impact and the perception of EFL
learners on note-taking strategies for the
development of listening skills. The study
follows an experimental design, dividing
participants into an experimental group and a
control group to measure and identify
significant differences in the scores after the
intervention with the experimental group. The
participants were selected from a group of
English leveling students at Yachay Tech
University. Participation was voluntary, and all
students provided informed consent prior to the
study. The participants were randomly assigned
to one of the following groups: Experimental
Group: 25 students who received direct
instruction and training in note-taking
strategies. Control Group: 29 students who did
not receive any additional instruction on note-
taking strategies. This random distribution
facilitates the collection of valid data to analyze
and compare the results. There are three stages
clearly identified in this study. A pre-test,
intervention, and a post-test.
Pre-Test: The study began with an initial pre-
test or a diagnostic listening quiz to establish a
baseline of the participants’ listening skills prior
to the intervention. This assessment aimed to
identify the students' strengths and weaknesses.
It also served as a reference point for evaluating
the effectiveness of the note-taking strategies
after the intervention. The pre-test consisted of
graded listening materials aligned with the A1
and A2 levels of the Common European
Framework of Reference for Languages
(CEFR). The test was designed to have a clear
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picture of students’ listening skills, including
identification of main ideas, recognition of
specific details and interpretation of implicit
meanings. The test results provided quantitative
data that informed the design of the intervention
and later served as a benchmark for post-test
comparisons.
Intervention: The intervention stage involved a
six-week training on note-taking strategies for
the experimental group. For this, the researchers
created a booklet with the explanation of note
taking, some tips to take notes and the practice
of four note taking strategies. The strategies
covered included: The Cornell Method; The
Outline method; Mind maps; The Split-page
Method. For the intervention, the researchers
designed an hour session per week to introduce
and explain one strategy, followed by an
example of notes taken from an audio that
allowed students to observe and have a better
understanding of each of the strategies. Then,
there was a practical exercise where students
had to use the strategy explained by the
researcher with the purpose of identifying main
ideas, specific details, and organizing key
information effectively. Meanwhile, the control
group continued with their regular program
without the note-taking sessions.
Post-Test: After the intervention stage, a post-
test was administered to both groups to measure
their improvement in listening. This test was
based on A2 audios with vocabulary and
familiar topics aligned with the curriculum. The
results of the post-test were used to compare
improvements between the experimental and
control groups, providing quantitative evidence
of the impact of note-taking strategies. The test
results highlighted differences in performance
and significant outcomes. Quantitative Data
Collection: Quantitative data were gathered
through the pre-test and post-test, aligned with
students’ level of English (A1 and A2). The
listening materials included graded recordings
with questions to measure students’ listening
comprehension skills; Identifying main ideas;
Recognizing specific details; Making
inferences. These tests provided objective data
to measure the effectiveness of the note-taking
strategies implemented during the intervention.
Qualitative Data Collection: Qualitative
methods were employed to complement the
qualitative data and to know participants’
perceptions and experiences regarding the
usefulness and effectiveness of the note-taking
strategies. Questionnaires: Structured
questionnaires were distributed to the
experimental group to measure student
satisfaction and perceptions of the effectiveness
regarding the notetaking strategies. These
questionnaires combined rating scales and
open-ended questions, allowing the collection
of both quantitative data and qualitative
comments. The qualitative data complemented
the quantitative results, offering a holistic
understanding of the impact of the intervention
revealing patterns in students’ feedback.
Quantitative Analysis: The quantitative data
were analyzed using the welch’s t-tests to
compare the pre-test and post-test results of the
experimental and control groups. This statistical
approach assessed whether the observed
differences in the averages of the post-test were
statistically different and measured the
effectiveness of the intervention. Qualitative
Analysis: The qualitative data collected from
questionnaires were analyzed using thematic
analysis. Responses were categorized into
themes that reflected participants’ views on:
The utility and effectiveness of note-taking
strategies for listening tasks; Challenges
encountered during implementation; The
willingness to use the strategies in the future
levels. This dual approach ensured that both
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numerical data and subjective experiences
support the validity of the findings. The study
was reviewed and approved by the Research
Ethics Committee of Yachay Tech University to
ensure the protection and rights of participants.
Before participating, all students signed an
informed consent letter after receiving detailed
information about the study; Confidentiality:
All personal data and responses were
anonymized. Right to Withdraw: Participants
could withdraw from the study at any time
without penalty. Data Security: All data
collected was securely stored, only authorized
researchers were able to access the data. The
study was reviewed and approved by the
Research Ethics Committee of Yachay Tech
University.
Results and Discussion
The research measured the impact of using
note-taking strategies on the listening skills of
A1 and A2 level English as a Foreign Language
students. The means of grades obtained from
the pre-test and post-test of the control group
(27 students) and the experimental group (23
students) were analyzed have a clear
understanding of the impact note-taking
strategies.
Table 1. Pre-test and Post-test results
Groups
Pre-test
mean
Post-test
mean
Number of
participant
s
Control Group
6.27
4.98
27
Experimental
group
5.55
6,02
23
Source: Own elaboration.
In the pre-test, the control group obtained an
average score of 6.27 out of 10, while the
experimental group obtained an average of
5.55. These results show that the control group
started with a higher performance than the
experimental group. In the post-test, the control
group obtained an average score of 4.98, while
the experimental group obtained an average of
6.02. Even though the experimental group
started with a lower average score, it managed
to improve after the training in note-taking
strategies. On the other hand, the control group
showed a decrease in the average. The research
hypothesis (H1) was that the direct training on
note-taking strategies has a positive impact on
listening comprehension skills. The null
hypothesis (H0) was that the training on note-
taking strategies does not have a significant
impact on the listening comprehension skills of
the experimental group. To validate the
hypothesis the researchers used Welch’s T-test
of two-tailed samples since the size of the two
samples were different, the control group with
27 participants and the experimental group with
23 participants. The t-test calculates if there is a
significant statistical difference between the
means of the post-test of the two groups to
validate or deny H1.
The standard deviation (SD) of the means of the
control group was 1.96, the SD of the
experimental group was 1.47. The significance
level or α to reject the hypothesis was 0.05
(5%). After applying the t-test, the p value
obtained was 0.039. Since p-value < α, H0 is
rejected. The average of the control group is not
equal to the average of the experimental group.
In other words, the difference between the
averages of the control and the experimental
group is big enough to be statistically
significant. The p-value 0.039 means that the
chance of rejecting the hypothesis is small:
0.039 (3.90%). The smaller the p-value the
more it supports H1. The survey administered
to the experimental group revealed that note-
taking strategies have acceptance and it is
considered as useful and effective tools to
perform better in listening comprehension
tasks. To the question “Después de la
capacitación en las diferentes estrategias de
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toma de notas, ¿Con qué frecuencia las
utilizaste en las clases de inglés? The results
obtained were the following:
Figure 1. Question 5 of the Survey applied to
the experimental group
Source: Own elaboration
To the question ¿Crees que usar una estrategia
de toma de notas te ayuda en las actividades de
listening? The particpants answers were as
follows.
Figure 2. Question 7 of the Survey applied to
the experimental group
Source: Own elaboration
The strategy that students used the most was the
split-page method together with the Cornell
method. The findings suggest that training in
note-taking strategies had a positive impact on
the listening skills of the experimental group.
The improvement observed in this group
demonstrates the effectiveness of these
strategies to identify and record key information
during listening. In contrast, the control group,
which did not receive the training, showed a
decrease in performance, this indicates a need
for additional strategies to strengthen their
listening skills. These results align with
previous studies that emphasize the importance
of note-taking in developing listening.
Conclusions
This research provides evidence that the
implementation of note-taking strategies has a
positive impact on the listening skills in A1 and
A2 EFL students. The experimental group,
trained in techniques such as Cornell notes,
outline notes, mind maps, and the Split-page
method, demonstrated significant progress
compared to the control group.The results
suggest that incorporating note-taking strategies
training into the curriculum can benefit students
in their listening skill performance. Future
research should explore the long-term impact of
these strategies, as well as their application to
other levels of language proficiency. In
conclusion, this study reaffirms the role of note-
taking strategies as a useful pedagogical tool for
improving listening skills and facilitating
autonomous learning in EFL students.
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