딕토글로스 활동을 통한 초등학교 학습자의 듣기·쓰기 성취도 및 정의적 영역 변화 연구
Changes in elementary school students’ listening/writing achievement and affective domain through dictogloss. Modern English Education
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초록
Dictogloss is a focus-on-form instruction task which contributes to the development of accuracy through meaning-focused listening and writing activities. This study is aimed at exploring possible changes of listening and writing achievement and affective domain when dictogloss activities were implemented to elementary students. For the study objective, forty-one fifth-grade elementary students participated in eight forty-minute sessions of dictogloss instruction for six weeks. Four types of activities were used for dictogloss lessons: traditional dictogloss, picture dictation, partial dictation dictogloss, and scrambled dictogloss. To gather research data, listening and writing tests were administered along with a survey questionnaire before and after the dictogloss classes. Since listening and writing tests used for this study were formative assessment, Wilcoxon matched pairs signed rank test, a nonparametric test for repeated t-test, was used. The main findings of the study are as follows: First, there was a significant improvement in students’ listening and writing achievement. Compared to listening, writing achievement has greatly improved during the experimental period. Second, the affective domain also significantly improved; in particular, students’ anxiety level decreased and confidence increased. Research and pedagogical implications are provided at the end of the paper.
Abstract
Dictogloss is a focus-on-form instruction task which contributes to the development of accuracy through meaning-focused listening and writing activities. This study is aimed at exploring possible changes of listening and writing achievement and affective domain when dictogloss activities were implemented to elementary students. For the study objective, forty-one fifth-grade elementary students participated in eight forty-minute sessions of dictogloss instruction for six weeks. Four types of activities were used for dictogloss lessons: traditional dictogloss, picture dictation, partial dictation dictogloss, and scrambled dictogloss. To gather research data, listening and writing tests were administered along with a survey questionnaire before and after the dictogloss classes. Since listening and writing tests used for this study were formative assessment, Wilcoxon matched pairs signed rank test, a nonparametric test for repeated t-test, was used. The main findings of the study are as follows: First, there was a significant improvement in students’ listening and writing achievement. Compared to listening, writing achievement has greatly improved during the experimental period. Second, the affective domain also significantly improved; in particular, students’ anxiety level decreased and confidence increased. Research and pedagogical implications are provided at the end of the paper.
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