Impact of Note-Taking Strategies on Listening Comprehension: Evidence from Omani University Students

Abstract

Effective listening is essential for academic success, yet many students struggle to process and retain information during lectures. Note-taking (NTK) is recognized as an important strategy for supporting comprehension and memory. However, the specific impact of different NTK methods on listening performance is under-researched. This study investigates the relationship between students’ NTK strategies and listening comprehension in academic settings. It highlights NTK as a key skill for cognitive processing and information retention. Using a cross-sectional design, data were collected from 40 randomly selected Omani university students through a questionnaire measuring strategy use, perceived listening comprehension, and NTK effectiveness. Descriptive statistics, Pearson’s correlation, ANOVA, and regression analyses were applied. Results revealed that outline and mind-mapping strategies were the most frequently used and showed a significant positive correlation with comprehension and recall scores. ANOVA indicated significant differences in comprehension based on strategy type, while regression analysis identified the outline method as the strongest predictor of listening comprehension. Qualitative responses supported these findings, emphasizing improved understanding, organization, and memory as key benefits. Overall, the study demonstrates that structured NTK techniques enhance lecture content processing and lead to better academic listening performance.