The Effects on English Listening Abilities via Dictogloss
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초록
The present study aims to examine the effects of dictogloss on English listening abilities. For the study, the research was implemented for fourteen weeks with eighty Korean university students. Out of these students, forty-two took listening classes using dictogloss as an experimental group and thirty-eight took listening classes traditionally as a control group. To examine the students’ listening comprehension, a simulated TOEIC LC was used. Results of the study showed that there was no statistically significant difference between both groups in the TOEIC LC although the experimental group received a higher score than the control group. A detailed explanation of the results of each TOEIC part indicates that the experimental group showed more improvement than the control group in part 4 that consists of longer texts than the other parts. The result of part 4 showed statistically significant difference between both groups. This suggests that listening learning using dictogloss can be effective in improving students’ listening comprehension. Moreover, the experimental group used the listening strategy more frequently than the control group, which revealed a significant difference. Especially, meta-cognitive strategy use made a significant difference between the two groups. The results indicate that dictogloss procedures help students facilitate their listening strategies usage. These findings indicate that listening classes using dictogloss have positive effects on listening abilities. Based on this study, some guidelines for effective listening classes were suggested.
Abstract
The present study aims to examine the effects of dictogloss on English listening abilities. For the study, the research was implemented for fourteen weeks with eighty Korean university students. Out of these students, forty-two took listening classes using dictogloss as an experimental group and thirty-eight took listening classes traditionally as a control group. To examine the students’ listening comprehension, a simulated TOEIC LC was used. Results of the study showed that there was no statistically significant difference between both groups in the TOEIC LC although the experimental group received a higher score than the control group. A detailed explanation of the results of each TOEIC part indicates that the experimental group showed more improvement than the control group in part 4 that consists of longer texts than the other parts. The result of part 4 showed statistically significant difference between both groups. This suggests that listening learning using dictogloss can be effective in improving students’ listening comprehension. Moreover, the experimental group used the listening strategy more frequently than the control group, which revealed a significant difference. Especially, meta-cognitive strategy use made a significant difference between the two groups. The results indicate that dictogloss procedures help students facilitate their listening strategies usage. These findings indicate that listening classes using dictogloss have positive effects on listening abilities. Based on this study, some guidelines for effective listening classes were suggested.
참고문헌 (34)
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