Notetaking During Listening Lessons: English Teachers' Attitudes Toward Notetaking and Notetaking Teaching During Listening Lessons at Swedish upper secondary schools.

Abstract: This is a study that examines Swedish upper secondary school English teachers' attitudes toward notetaking and notetaking teaching during listening lessons to see how current English teachers implement notetaking teaching to help students store data while listening to information in English. The reason for the investigation is that teachers might assume that students already have the physical and cognitive abilities that are required to take notes and therefore just tell students to “take notes”. Since research shows that notetaking can be used in information-transmission situations to e.g., record and recall information but also to aid reflection, teaching in notetaking can help students better their results in school and it can be used in everyday life as well as in later careers. A questionnaire encountered data by five current teachers of English followed by semistructured interviews with four current teachers of English. The findings show that the majority of the participants have a positive attitude towards notetaking and notetaking teaching and believe it is important for students to take notes and know how to take notes during listening lessons. The result also shows that all the participating teachers teach students how to use different notetaking strategies like abbreviations, symbols, chants, and keywords and one teacher also teaches a notetaking method, Outline format, even though 60% only teaches notetaking sometimes. Additionally, teachers who read this essay can increase their awareness of notetaking and its benefits and reflect over how they can align their teaching with the subject syllabus for English by implementing notetaking teaching.