Note-taking in Academic Listening: A Translanguaging Perspective

Abstract

With the increasing demands for academic listening and note-taking in English for academic purposes (EAP) settings, L2 English students are expected to understand academic listening tasks introduced by their professors, understand the key information given by the speakers, and take notes while listening so as not to miss the important points. This study reports on EAP students’ note-taking in academic listening from a translanguaging perspective. It explores the integration of note-taking (Turkish and English, translanguaging) into an academic listening course in Türkiye and its effects on 45 Turkish students’ L2 English listening test scores, with the achievement level of students as a moderating variable. The results show the noticeable effect of note-taking in English and translanguaging on the students’ listening test scores. The article provides empirical descriptions of note-taking instruction and discusses the pedagogical implications, including suggestions for teachers to expand their repertoire of strategies for teaching academic listening and note-taking with a translanguaging approach.