Investigating the Challenges of Note-Taking during Listening Activities among GFP Students in Oman

Abstract

This classroom-based action research examines the barriers faced by General Foundation Program (GFP) students in Oman when taking notes during listening tasks in an English-medium academic context. It investigates how cognitive, linguistic, strategic, and affective factors, along with features of native-speaker-like speech—such as rapid delivery, connected speech, and accent variation—impact students’ ability to produce accurate and effective notes. A mixed-methods design was used, combining quantitative data with qualitative insights from semi-structured interviews and analysis of student notes using a structured rubric.

Findings show that note-taking difficulties are widespread and complex. A majority of students (82%) reported cognitive overload when trying to listen and write simultaneously. Linguistic challenges were also significant, with over 70% struggling with fast speech, unfamiliar accents, and limited vocabulary. Strategic issues were evident, as 79% lacked formal training in note-taking and relied on ineffective methods such as verbatim copying. Affective factors, including anxiety and low confidence, further affected performance. Note analysis revealed moderate completeness (45–62%) and accuracy (63–74%), with weak organization. The study concludes that note-taking requires explicit instruction and recommends structured strategy training, scaffolded listening practice, and metacognitive development.