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Description
Abstract
Proficiency in English Listening and Note-taking skill is fundamental to the English Language Studies curriculum; however, many university students struggle to master this integrated skill. This study investigates the challenges faced by English majors at HUFLIT and evaluates the efficacy of strategies employed to overcome them. Utilizing a sample of 80 students, the research examines the sequential relationship between listening comprehension barriers, note-taking difficulties, and coping strategies. A 24-item reflective scale comprising these three constructs was developed and validated using Smart PLS. The structural equation model (PLS SEM) tested two primary hypotheses: the impact of listening challenges on note-taking difficulties (H1) and the influence of those difficulties on strategy adoption (H2). Expected findings may indicate that listening barriers such as vocabulary, delivery speed, and lack of background knowledge possibly predict note-taking struggles, which may have an impact on the implementation of coping mechanisms. High-frequency strategies may include pre-class preparation, the use of symbols, spaced repetition, and the integration of AI tools. Practical recommendations are also given for English majors to overcome challenges in English Listening & Note-Taking classes.
Keywords: listening comprehension challenges, note-taking, PLS SEM, English majors, coping strategies
