This study was designed to delineate any effect that note-taking during listening activities might have on learners’ listening comprehension skills. The purpose of the study was twofold: first, to find out if the implementation of note-taking during listening activities would effect on learners’ listening comprehension skills or not, and second, to determine learners’ attitudes towards note-taking during listening activities. In order to find answers to these issues, a research was conducted at American University of Armenia. Two groups were involved in the study: experimental, which received treatment, and control, which received placebo. Both quantitative and qualitative data were obtained through corresponding instruments: pre- and post-tests, class observations, an attitudinal questionnaire and a semi-structured interview. The quantitative data proved that note-taking had positive effect on learners’ listening comprehension skills. Moreover, the analysis of the qualitative data revealed the learners’ positive attitudes towards this learning technique.