The Effect of a Digital Note-taking Using Cornell Method on English Listening Comprehension of Nursing Students at the Royal Thai Navy College of Nursing
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Abstract
The recent Royal Thai Navy College of Nursing (RTNCN) English training program was unsuccessful in improving the students’ listening comprehension to meet Thailand Higher Education Policy requirements. The Cornell digital note-taking method was found to be compatible with the cognitive process of listening comprehension for English as a Second Language (ESL) instruction. The research objectives were to investigate the effectiveness of the training program applying the Cornell digital note-taking method to the listening comprehension of RTNCN nursing students.
The quasi-experiment and pretest-posttest control group design was conducted with 42 first-year nursing students of academic year B.E. 2564. Purposive sampling based on the students’ pre-determined criteria and matching of students’ English performances was conducted to allocate students for the experimental and control groups with 21 students each. The experimental group participated in training program by taking the digital note with the Cornell note format while listening. The training phases consisted of preparation, listening, and evaluation. The program was developed by the researcher and verified by a panel of expert. In contrast, the control group completed the notes on paper in an unstructured format. The 1-hour training sessions were conducted for both groups each week over a 12-week period. The TOEIC Model Test was used to assess students’ pretest listening comprehension, and the Official TOEIC Listening Test was used for posttest.
The results found that the listening comprehension score of the experimental group was significantly higher in the posttest than in pretest (Mean = 222.62 ± 35.20 vs. Mean = 181.19 ± 39.99, t(20) = -9.09, p = .000) and the posttest score of the control group respectively (Mean = 222.62 ± 35.20 vs. Mean = 186.43 ± 47.96, t(40) = 2.79, p = .008).
In conclusion, digital note-taking using the Cornell note-taking format can improve the listening comprehension scores, with a focus on preparing students for listening comprehension. This includes taking notes of short texts or sentences, writing down keywords and questions, summarizing, reflecting, reciting, and reviewing.
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