A Comparative Study of Dictation and Note-taking to Improve English Listening Comprehension
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This study aimed to compare the effectiveness of dictation and note-taking practice in improving English listening skills. A total of 48 college students participated in this semester-long experiment in the second semester of 2022. Participants were divided into two groups within an English class setting. Both groups took pre- and post-listening tests and the results indicated significant improvement in listening scores for both groups. However, ANCOVA analysis revealed no significant difference in post-test scores between the two groups, suggesting that dictation and note-taking were equally effective. Survey findings from pre- and post-tests also showed no significant changes in the overall listening strategies used by learners, indicating that continued practice in either activity did not lead to substantial shifts in strategy use. Notably, the note-taking group exhibited some increases in specific listening strategies, while the dictation group demonstrated a decrease in strategy use. Pedagogical implications are proposed based on the study’s results, and these findings highlight the need for further research to explore whether various listening activities in English education can have a more pronounced effect on students’ listening strategies and skills development.
Abstract
This study aimed to compare the effectiveness of dictation and note-taking practice in improving English listening skills. A total of 48 college students participated in this semester-long experiment in the second semester of 2022. Participants were divided into two groups within an English class setting. Both groups took pre- and post-listening tests and the results indicated significant improvement in listening scores for both groups. However, ANCOVA analysis revealed no significant difference in post-test scores between the two groups, suggesting that dictation and note-taking were equally effective. Survey findings from pre- and post-tests also showed no significant changes in the overall listening strategies used by learners, indicating that continued practice in either activity did not lead to substantial shifts in strategy use. Notably, the note-taking group exhibited some increases in specific listening strategies, while the dictation group demonstrated a decrease in strategy use. Pedagogical implications are proposed based on the study’s results, and these findings highlight the need for further research to explore whether various listening activities in English education can have a more pronounced effect on students’ listening strategies and skills development.
참고문헌 (52)
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