The Effects of Dictogloss and Dictation on Listening Skills of Learners at Different Proficiency Levels
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This study implemented English listening tests using two different activities in order to determine the differences between the tests and to identify students’ English listening skills. This analysis was conducted to examine the use of English listening tests using dictogloss and dictation. Moreover, the study’s purpose was to uncover the differences between these two activities, in terms of students’ achievement levels and improvement in their listening skills. The study’s participants were 75 seventh-graders from three different classes in a middle school in Seoul, Korea. Participants were divided into groups: an experimental group, which participated in dictogloss activities, and two comparison groups, which participated in dictation activities. Additionally, a total of 10 high-and low-level boys and girls from each group were interviewed. Quantitative data was obtained through pre- and post-English proficiency tests. The data was analyzed using the paired samples t-test and independent samples t-test and the study used grounded-theory to analyze the students’ work. The results revealed that the comparison groups exhibited more significant effects than the experimental group. Several important themes emerged from the study’s textual analysis including self-directed learning, peer learning, enjoyment, and self-evaluation. This study found that dictogloss activities had no significant effects on high-proficiency students but significant positive effects on low-proficiency students. In conclusion, the study’s findings suggest that in teaching English listening, teachers must make greater use of dictogloss activities. More specifically, teachers are advised to perform these activities at different levels and with different examples for each group. These activities are a useful method for first-grade students if teachers are well-prepared.
Abstract
This study implemented English listening tests using two different activities in order to determine the differences between the tests and to identify students’ English listening skills. This analysis was conducted to examine the use of English listening tests using dictogloss and dictation. Moreover, the study’s purpose was to uncover the differences between these two activities, in terms of students’ achievement levels and improvement in their listening skills. The study’s participants were 75 seventh-graders from three different classes in a middle school in Seoul, Korea. Participants were divided into groups: an experimental group, which participated in dictogloss activities, and two comparison groups, which participated in dictation activities. Additionally, a total of 10 high-and low-level boys and girls from each group were interviewed. Quantitative data was obtained through pre- and post-English proficiency tests. The data was analyzed using the paired samples t-test and independent samples t-test and the study used grounded-theory to analyze the students’ work. The results revealed that the comparison groups exhibited more significant effects than the experimental group. Several important themes emerged from the study’s textual analysis including self-directed learning, peer learning, enjoyment, and self-evaluation. This study found that dictogloss activities had no significant effects on high-proficiency students but significant positive effects on low-proficiency students. In conclusion, the study’s findings suggest that in teaching English listening, teachers must make greater use of dictogloss activities. More specifically, teachers are advised to perform these activities at different levels and with different examples for each group. These activities are a useful method for first-grade students if teachers are well-prepared.
참고문헌 (31)
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