الفهرس | Only 14 pages are availabe for public view |
Abstract Research indicates that we learn more effectively when we use multiple senses and multiple activities. While note-taking, we are using listening and writing skills and we are using our brain and muscle. Also, by writing down notes, the student is preparing the lecture or reading material into his own words and into a format that he is more likely to understand when he reviews the notes. And as an adult learner, he is more likely to remember what he has heard or read if he takes an active part in his learning. Rather than being a passive listener or reader, note taking makes him an active learner. The notes he produces are his own work and are a visible reminder of the effort he has put into the course. This itself can be a motivational factor for his study. Therefore, the present study aimed at investigating the effect of a suggested EFL program on enhancing students’ listening and writing skills at Faculty of Education, Fayoum University. The program was mainly based on the integration between listening and writing skills in almost a parallel way. The participants of the study were 80 EFL English majors enrolled in second year Faculty of Education, Fayoum University in the second term of the academic year (2012-2013). They were randomly assigned to either the treatment or control group; each consisted of 40 students. The treatment group was trained in note-taking strategies whereas the control group was not given such training. The experiment lasted for 8 weeks. The program consisted of two books: the teacher’s guide and the students’ book. All these tools were designed and administered by the researcher. Furthermore, the researcher adopted the pretestposttest control group design. Such design set a comparison. |