Özet:

All schools should prepare effective learning-learning environments for students to be successful, but this is not always easy. The preparation of learning-learning environments is a multi-stage process and can be influenced by external factors such as the effectiveness, physical environment, classroom presence, the suitability of learning materials, the suitability of students' needs and learning styles, sensual factors, the use of proper learning strategies, as well as by individual factors.  This also applies to language classes in which students use the learning strategies they use in other courses in the same way as in foreign language classes. However, foreign language learning strategies cannot be effectively used in the development of language skills, especially in the development of listening skills. This can be due to different axes, low levels of skill, noise, lack of visual support and the teaching of unnecessary strategies. In addition, research on the development of these skills does not provide sufficient information on how these skills are developed. This research, based on this problem state, aims to investigate the impact of systematic teaching on the success of students in the course of target language listening skills through one-session strategy teaching. This research, designed according to a weak experimental model, was voluntarily attended by 19 students of the English intensive program at the middle level of competence, and these students received strategic education based on the needs and learning achievements of the school. According to the results of the pre-test and final-test, there is a significant difference between the students’ success score. As a result, the strategic teaching program prepared on the basis of demand has been shown to be successful.

Özet:

All schools should prepare effective learning and teaching environments for students to be successful; however, this is not an easy task all the time. Preparing learning and teaching environments is a multi-step process and its effectiveness depends on external factors such as physical conditions, class size, appropriateness of learning materials as well as personal factors such as appropriateness for students’ needs and learning styles, affective factors and not using the right learning strategies. This is the same for foreign language classes where students use similar learning strategies to learn a foreign language. However, language learning strategies are not used effectively in developing language skills, especially listening skills. Reasons for these can be different accents, low proficiency level, noise, lack of visual aids, and teaching of strategies that are not needed. Additionally, studies related to developing listening strategies do not provide sufficient information related to how these skills are developed. Taking action from this problem situation, this study aims to find out the effectiveness of the teaching of note-taking skills through one-time strategy training on listening skills in English. 19 voluntary intensive language program students participated in this study in which weak experimental design was used. These students received training based on their needs and school learning outcomes. Based on the results of the pre-and post-tests, a significant difference was found between the students’ achievement scores before and after the training. As a result, it was seen that this needs-based one-time strategy training program was successful.

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