The study investigated the effect of note-taking on comprehension of lectures by 44 undergraduate EFL students who are in the first year of their undergraduate level in the Department of Foreign Language Education in Middle East Technical University. The participants were divided into two groups, namely experimental and control groups. The experimental group practiced listening to lectures being allowed to take notes while the control group practiced listening to the same lectures without being allowed to take notes. The scores obtained by these two groups were statistically analyzed. The results showed that participants being allowed to take notes significantly did better than the those not allowed to take notes.