الفهرس 
The problem and its SignificanceOnly 14 pages are availabe for public view
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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.