Rationale
Grammar has traditionally dominated the English Language Teaching (ELT) curriculum, often overshadowing speaking and listening skills Initially regarded as "the center of language pedagogy," grammar instruction led teachers to prioritize extensive grammar input for students (Nassaji & Fotos, 2011) Consequently, students frequently encountered grammar lessons taught in isolation, resulting in a gradual decline in their motivation within these conventional classroom settings.
In the 1970s, the emergence of Communicative Language Teaching (CLT) shifted the focus away from grammar instruction, despite its importance in mastering the language (Penny Ur, 1991) As a result, many educators prioritized speaking and listening skills, which has led to challenges for English learners in achieving grammatical accuracy (Francis J Noonan III, 2004).
Teaching grammar has become a challenging and often tedious task for educators, while students frequently view grammar learning as a burden This issue is evident at the Non-English major Division of Hanoi College of Education (HCE), where students are assessed to have poor grammatical competence Despite extensive grammar courses, many students struggle to construct correct sentences and show little interest in traditional grammar lessons However, researchers agree that grammar is crucial for language development; without a solid understanding of grammar, learners' progress can be significantly hindered (Hedge, 2000) Therefore, it is essential to prioritize the development of grammatical skills in language education.
Grammatical accuracy is essential, as highlighted by Dickins and Woods (1988, cited in Storch, 2001), which is why grammar is prioritized in the Non-English major Division at HCE The assessments for non-English major students at HCE predominantly consist of grammar-related questions.
Researchers identify a pressing need for a teaching technique that effectively addresses two main challenges faced by students: inadequate grammatical competence and a lack of motivation to learn grammar.
Teaching grammar in an engaging and communicative manner is a significant concern for TEFL practitioners Despite various attempts to address this challenge, there remains a need for innovative methods that allow learners to practice grammar by integrating meaning and form, thereby enhancing the relevance of grammar learning One promising approach is Dictogloss, a recently developed technique that serves as an effective alternative for teaching grammar.
The research focuses on the effectiveness of a language learning approach that emphasizes the form of language within communication, as suggested by Ellis (2003) This approach is particularly relevant for the English course at the Non-English Major Division of HCE, where the textbook "New English File – Pre-Intermediate" structures its content around grammar sections, serving as a foundation for other language components.
Teaching Grammar with the Use of Dictogloss for Students of K37A Maths Class, at Hanoi College of Education: An Action Research”.
Aims of the study
This study aims to empirically evaluate the effectiveness of teaching grammar in the K37A Maths class using the Dictogloss technique, focusing on students' improvement in grammatical competence and their motivation to learn grammar Based on the findings, the study seeks to provide pedagogical recommendations to enhance the effective implementation of this technique in English as a Foreign Language (EFL) classes.
To fulfill the purposes above, this study will be conducted to address the two following research questions:
1 To what extent does dictogloss influence the students‟ grammatical competence?
2 How does it affect the students‟ motivation for learning grammar?
Scope of the study
First, the scope of this research is confined in its population Only one non-English major class at HCE (consisting of 28 students) is investigated
The action research focuses on select files from the New English File pre-intermediate series, specifically starting with file 7C File 9B has been excluded due to its complexity and unsuitability for the dictogloss method, as noted in the timetable on page 47.
The effectiveness of teaching grammar through Dictogloss is evaluated based on the enhancement of students' grammatical competence and their attitudes toward learning grammar All assessments, except for interviews, are conducted in written form, as the researcher lacks the opportunity to explore the impact of Dictogloss in oral assessments, such as speaking tests.
Significance of the study
While numerous studies have explored the impact of dictogloss on enhancing second language grammar knowledge, there is a notable gap in research regarding its application in Vietnam's educational context This thesis aims to contribute to the field of English Language Teaching (ELT) by investigating the effectiveness of using dictogloss for teaching grammar in English as a Foreign Language (EFL) classrooms in Vietnam.
This study aims to offer an alternative teaching method, specifically through the use of dictogloss, to engage students in more active and collaborative grammar lessons The goal is to enhance students' grammar acquisition, improve their grammatical competence, and foster a positive attitude toward learning grammar.
Overview of the thesis
The thesis consists of the following main parts:
PART A: INTRODUCTION - states an overview of rationale, aims of the study, research questions, the scope, the significance and the overview of the study
Chapter 1: Literature Review explores relevant studies by other researchers, highlighting existing gaps that motivate the author's own investigation Additionally, this chapter offers foundational insights into grammar, the teaching of grammar, dictogloss techniques, and the role of motivation in learning.
Chapter 2: Methodology - describes in detail the participants and describes all instruments employed by the researcher as well as procedure to collect data
Chapter 3: Findings and discussions - analyzes gathered data from described instruments
PART C: CONCLUSION - Presents the conclusion of the study, some further implications for teaching, along with the limitations and suggestions for further study
LITERATURE REVIEW
Theoretical background
Grammar is defined as the set of rules that dictates how words and groups of words are organized to create correct sentences in a specific language (Penny Ur, 1991) For instance, the sentence “We are not at home” exemplifies grammatical correctness (Scott Thornbury, 2002:1) This concept extends to smaller units, including phrases like "a handsome boy" (not "a boy handsome"), individual words such as the past simple tense of "go," which is "went" (not "goed"), and minimal components like affixes Grammar encompasses both structure and meaning; structural rules govern aspects like past tense, pluralization, and comparison, while grammatical meaning arises from these structures.
Grammatical competence, a key aspect of communicative competence theory established by Canale and Swain, refers to the ability to recognize and effectively use the distinctive grammatical structures of a language According to Carol J Orwig, it involves more than just knowing grammar; learners must also apply this knowledge in real-life communication The ultimate goal is to acquire the knowledge and skills necessary for grammatically correct forms of expression.
& Weed, 2010) It acts to promote accuracy and fluency in second language production (Gao, 2001)
1.1.1.2 Changing views of grammar Instruction
Historically, grammar teaching methods have evolved significantly due to various theoretical and empirical advancements According to Nassaji and Fotos (2011), these methods can be categorized into three main approaches: traditional grammar-based approaches, communication-based approaches, and more recently developed approaches.
For many years, language teaching was synonymous with grammar instruction, operating under the belief that mastering grammar rules was sufficient for language acquisition Traditional grammar-based approaches, such as the Grammar Translation Method and various structure-based methods, share the assumption that the main challenge in learning a language lies in understanding its structures However, these methods offer a deductive and linear presentation of rules, often overwhelming learners with their native language and grammatical concepts, which limits opportunities for practicing the target language Consequently, this instructional approach fails to meet the communicative needs of second language learners.
The understanding of language learning has evolved from a strict focus on grammar to an emphasis on meaning and language use within communicative contexts (Nassaji & Fotos, 2011) Since the emergence of communicative language teaching in the 1970s, traditional grammar instruction has been viewed as outdated and ineffective, with researchers arguing that it does not significantly enhance communicative competence The communicative approach prioritizes the acquisition of practical language skills for real-life interactions (Widdowson, 1978), rather than merely mastering grammatical rules, as supported by Krashen (1981) and other scholars.
2011), it ought to be eliminated from second language classrooms
The shift in language teaching approaches has led to a growing awareness of the inadequacy of methods prioritizing meaning over grammatical forms Empirical research by Harley and Swain (1984), Lapkin et al (1991), and Swain (1985) has supported this notion The rise of communicative approaches has sparked a backlash against explicit grammar instruction, with many L2 teachers and educators mistakenly attributing student failure to excessive exposure to grammar rules.
Recently-developed approaches – Communicative focus on form
Research highlights the importance of form-focused instruction (FFI) in language learning, particularly emphasizing grammar instruction within communicative contexts This approach, known as Focus on Form (FonF), has gained substantial support in academic studies, underscoring its effectiveness in enhancing language acquisition.
Recent studies in second language acquisition emphasize the importance of grammar instruction in language learning Many researchers now argue against the notion that language can be acquired with minimal awareness of grammatical structures Sharwood Smith (1993) highlights the theoretical issues surrounding this claim Furthermore, recent findings indicate that structured language instruction significantly enhances the process of acquiring a second language.
FonF, introduced by Long in 1991, aims to highlight linguistic elements during lessons primarily focused on meaning and communication This approach encourages educators to draw students' attention to language features as they naturally occur in context, fostering a deeper understanding of both language and communication.
FonF, or Focus on Form, emphasizes learners' attention to specific linguistic elements within meaningful communication, integrating grammar and communication in second language instruction (Nassaji & Fotos, 2011) In contrast, FonFs represents a traditional approach that views language as a series of grammatical forms to be learned in a sequential order This distinction highlights the evolution of communicative approaches in language teaching.
In light of recent trends, many educators, including proponents of Communicative Language Teaching (CLT), are advocating for the integration of Form-focused Instruction (FonF) in language learning Savignon (2001) emphasizes that research strongly supports combining form-focused exercises with meaningful experiences to enhance communicative ability Additionally, various authors, such as Ellis (1995), have created frameworks for grammar teaching that prioritize the integration of grammar focus within meaningful communication.
Nunan (1989) defines a task as classroom work that engages learners in the target language, focusing on meaning rather than form Traditional task-based approaches align closely with Communicative Language Teaching (CLT), often neglecting grammar (Hossein Nassaji and Sandra Fotos, 2011) However, a solely meaning-focused approach can be problematic in foreign language contexts where practical use of the language is limited Skehan (1996) emphasizes the necessity of incorporating grammar into task-based instruction, stating that learners do not simply acquire language through exposure alone Therefore, when designing tasks, it is essential to balance communication with attention to language forms Skehan outlines three key goals for task-based pedagogy: accuracy, complexity, and fluency, highlighting the teacher's role in achieving this balance.
Educational institutions and teachers recognize the significance of teaching and learning English grammar to meet both individual and societal expectations They continuously strive to find more effective teaching methods to enhance learning outcomes, as highlighted by Thornbury.
(1999), the teaching of grammar can be done in two main ways: Deductive and inductive a/ Deductive approach
Thorn Bury (1999:29) defined, “The deductive approach begins with the demonstration of a rule, and is followed by examples in which the rule is applied.”
This method introduces learners to the rules of a target structure through teacher explanations and illustrations, followed by practical exercises This direct approach is time-efficient, allowing for more practice and application Thornbury (1999:30) emphasizes that this method "respects the intelligence and maturity of students" and recognizes the importance of cognitive processes in language acquisition.
“allows the teacher to deal with language points as they come up, rather than having to anticipate them and prepare for them in advance.”
Benjamin Franklin once said, “Tell me, I forgot Show me, I remember Involve me, I understand,” highlighting that explanations are often less memorable than demonstrations This perspective suggests that language learning should extend beyond merely understanding the rules, advocating for an inductive approach that engages learners actively.
While the deductive method is rule-driven, the inductive approach is rule-discovery
Previous studies
Dictogloss, originally introduced by Wajnryb in 1990 as an innovative grammar teaching method, has been extensively researched for its effectiveness in various areas of language education, including listening, writing, and translation.
This paper aims to examine the effectiveness of teaching grammar with the use of this approach To lay the background for the thesis, several pre-studies are demonstrated
In her 2006 study published in Reflections on English Language Teaching, Shak investigated children's attitudes towards dictogloss through a two-day experimental research involving 78 students from three primary schools The findings revealed a generally positive attitude among children, although some experienced low motivation and frustration due to task complexity, particularly on the first day Variations in preferences for task features were noted, influenced by the difficulty of assigned texts and the proficiency levels of low-level students, which hindered their progress Given the short duration of the study, it was challenging for young students to adapt quickly, making the tasks seem difficult and less engaging The research highlights the need for further classroom studies to help teachers tailor the focus on form (FonF) approach to better suit their classes, suggesting that the texts used should be modified to reduce information density while increasing the recurrence of target structures.
Christopher Harwood (2008) conducted experimental research on the effectiveness of dictogloss, utilizing two groups: a control class and an experimental class Data collection involved colleague observations and post-lesson questionnaires for students, assessing enjoyment, difficulty, and usefulness across the four procedural stages The researcher opted for established resources rather than creating original materials, as dictogloss was unfamiliar to him The experiment yielded positive results, with students finding dictogloss both enjoyable and beneficial, despite challenges in simultaneous listening and writing, as well as vocabulary use All groups successfully identified and corrected much of the lexis and grammar However, the study lacked a clear distinction between the results of the control and experimental classes.
Dina M M Al-Sibai (2008) investigates the impact of the dictogloss task on students' grammar exam performance, focusing on verb tense accuracy and their attitudes towards the activities The study involved 116 participants divided into three groups: Group A engaged in traditional textbook exercises, Group B combined textbook exercises with dictogloss tasks in pairs, and Group C incorporated dictogloss tasks in small groups Data was collected through a Likert scale questionnaire, a pre-test, and a post-test Results indicated that Group C, which utilized small-group dictogloss, experienced the most significant short-term gains in weekly post-dictogloss tests, while Group B demonstrated the most enduring improvements on the post-test, slightly surpassing the control group Additionally, the experimental groups reported positive attitudes towards the dictogloss method.
Mojgan Rashtchi and Pooneh Khosroabadi (2009) conducted an experimental study to compare the effects of explicit focus on form and the Dictogloss task on English tense acquisition among 64 female EFL learners, who were randomly assigned to two instructional groups based on placement test results Data were gathered through a 40-item test on English tenses, serving as both a pre-test and post-test The findings revealed no significant differences between the two methods, suggesting that both approaches are effective for teaching grammatical forms The research was methodologically sound, with careful participant selection from a pool of 70 students, although the exclusive focus on female participants was not justified Additionally, all variables, including lesson duration, student proficiency, and test difficulty, were well-controlled.
Using the same test for both pre-test and post-test may compromise reliability, as participants could recall answers from the initial test or discuss them with peers This could lead to skewed results in the post-test, undermining the validity of the research findings.
The research conducted by Amy J Hornby Uribe (2010) investigates the effectiveness of the Dictogloss method in teaching grammar, specifically demonstrative adjectives and the imperfect tense, to 56 high school students The study compares three treatment groups: Group 1 engaged in a traditional Dictogloss with a self-reflection phase, Group 2 completed the same process with written texts during the initial reading, and Group 3 participated in both written text and class discussions during the final stage Utilizing surveys, interviews, and various tests, the findings reveal improvements in grammar noticing and learning within groups, but no significant differences between them This suggests that the inclusion of written texts and class discussions did not enhance grammar acquisition Furthermore, many participants scored below chance level, indicating that Dictogloss alone may not be an effective method for teaching target grammar.
Kanmani a/p Gopal (2012) explores the impact of the Dictogloss language task on enhancing students' grammatical competence, specifically focusing on their understanding of the simple past tense and attitudes towards dictogloss In a quasi-experimental study lasting 12 weeks, involving 30 Year Five students divided into a control group (traditional teaching) and an experimental group (dictogloss), results from pretests and posttests reveal that the experimental group significantly outperformed the control group Additionally, positive attitudes towards dictogloss were confirmed through questionnaire analysis The study offers valuable insights for language teachers, highlighting the effectiveness of dictogloss as a teaching method at the primary level and supporting its inclusion in language teaching theories However, the research questions may need revision, as they tend to elicit predictable yes/no responses.
“Does teaching grammar through traditional method and dictogloss technique result in gains in scores in a test of grammar?” Besides that, the second question
The effectiveness of traditional grammar teaching versus the dictogloss technique raises concerns, as the question itself may not be clearly defined Evaluating these two methods requires a deeper understanding of their impact on grammar acquisition.
Alireza Akbari's 2012 research supports Kanmani's findings on the effectiveness of the dictogloss method in enhancing EFL learners' grammatical competence Conducted over 11 weeks with a pre-test post-test control group design, the study involved 60 intermediate EFL students, aged 14-16, at Puyesh Language Institute The participants took the reliable and valid TOEFL Barron test to ensure similar proficiency levels between groups, although the author does not clarify how he selected comparable participants from a mixed-level pool The results indicate that the experimental group showed significant improvement in grammatical competence due to dictogloss exposure, suggesting that this method fosters productive grammar use in text creation and meaningful communication Overall, the study highlights the practical applicability of dictogloss in grammar instruction.
Lastly, as a part of the studies, dictogloss was examined by two different authors, namely Richard Kidd (1992) who explores the effectiveness of teachings ESL
Recent studies, including those by Gholam-Reza Abbasian and colleagues, have highlighted the effectiveness of dictogloss (DG) activities in enhancing grammar skills and motivation among EFL learners Both research efforts demonstrate that DG-oriented instruction significantly improves grammar acquisition while also fostering greater learner engagement.
Huyen Trang (2013) conducted a study on the impact of dictogloss on the listening comprehension skills of 35 freshmen in an advanced program at the University of Economics and Business, VNU Utilizing tests, questionnaires, and interviews, the research revealed that dictogloss not only improved students' listening comprehension but also enhanced their attitudes toward listening lessons While improvements in listening comprehension are considered secondary benefits of the method (Vasiljevic, 2010), this study significantly contributes to understanding the effects of dictogloss in English Language Teaching (ELT) The research is well-structured, addressing all pertinent questions thoroughly.
A summary
This chapter reviews global English-language research relevant to dictogloss tasks within the framework of Focus on Form (FonF) theory in language education The dictogloss procedure exemplifies modern language teaching methodologies that emphasize form in meaning-based contexts It uniquely integrates traditional and transitional teaching methods, highlighting its effectiveness in grammar instruction, which is crucial for the researcher’s context However, the impact of dictogloss may vary across different educational settings, prompting the researcher to investigate its effects in her own environment to enhance current practices in grammar teaching.
For successful research, several key factors must be considered, particularly the positive impact of interaction in the dictogloss task Additionally, the preparation phase is crucial, as it highlights two essential elements that significantly influence the task's success.
Participants need to be gradually well-equipped with the notions of dictogloss as well as necessary skills so that they are no longer unfamiliar with the tasks
Level of language covered in the dictogloss text ought to be compatible with the learners‟ linguistic competence
METHODOLOGY
Definition of action research *
Action research has long been advocated by numerous scholars, particularly within educational environments This process allows educators to critically evaluate their teaching practices by employing action research methodologies (Watts, 1985:118).
Action research, as defined by Nunan (1992), is a problem-focused approach aimed at finding solutions within specific educational contexts, encouraging teachers to adapt existing ideas to enhance their teaching practices Described as a "solution-oriented investigation" by Kemmis and McTaggart (1982), it involves collaboration among educators to tackle real classroom challenges and improve student outcomes Eileen Ferrance (2000) emphasizes that action research allows practitioners to address their most pressing concerns and implement meaningful changes, prioritizing practical solutions over theoretical discussions.
In an attempt to distinguish action research from other forms of research, Kemmis and Mc Taggart (1988) offer three defining characteristics of action research as follows:
Action research is conducted by practitioners, such as classroom teachers, within their own educational environments This approach allows teachers to test hypotheses directly on their students and in their schools, aiming to identify effective strategies for improvement.
* Research: According to Oxford Dictionary, it is originally used as an uncountable noun, but now, many use it as a countable noun, particularly in non-native English
Collaborative research involves a group of teachers or educators working together to find solutions to various challenges In this partnership, both the researcher and the participants actively engage in sharing objectives, practices, strategies, and findings throughout the research process, as highlighted by Wisker.
Action research, as highlighted by Kemmis & McTaggart (1982), focuses on the integration of action and research to enhance curriculum, teaching, and learning This method involves implementing innovative ideas in practice, assessing their impact on students, and seeking solutions to identified challenges to foster improvement.
Rationale for choosing action research
Action research is increasingly important in language education, as highlighted by Nunan (1992:17) Many Master's, MPhil, and PhD candidates are employing action research strategies or are fully focused on action research (Wisker, G, 2001:158) Wisker further emphasizes that action research is grounded in practice, making it practical and eliminating the challenges associated with implementation.
Action research is essential for teachers facing specific challenges in their classrooms, as it allows them to address issues directly impacting their teaching effectiveness (Cohen & Manion, 1980) After working with my students, I identified a significant weakness in their grammatical competence, indicating an urgent need for improvement Implementing action research not only benefits the teacher by providing an opportunity for critical reflection and pedagogical development (Gibbs, 1995) but also enhances the learning experience for students, fostering a more effective educational environment.
Process of action research
Action research is defined by its "spiraling cycles," which encompass several key stages: identifying the problem, systematically collecting data, reflecting on findings, analyzing the information, implementing data-driven actions, and redefining the problem as necessary (Kemmis & McTaggart, 1982).
On the basis of that, the author of this paper conducts her action research entitled
This action research study, conducted over 12 weeks during the second semester of the 2012-2013 academic year, investigates the effectiveness of using Dictogloss to teach grammar to K37A Maths students at Hanoi College of Education The research commenced in week 1, following two preliminary lessons where the researcher engaged with participants to identify the core issues affecting their grammar learning.
This action research follows 7 primary steps proposed by Mc Bride & Sckotak model (1989)
The initial step in action research involves the researcher thoroughly examining the existing issues faced by her students Prior to the research phase, she had a two-week period to engage with the class, during which she administered a course entry test This timeframe provided her with valuable insights into the challenges occurring within the classroom.
(2) Collecting data (initial data) (research week 1)
In this phase, the researcher administers a grammar pre-test to students to validate the previously identified issues Following the pre-test, students complete a pre-questionnaire After the lesson, a selection of students participates in in-depth interviews The purpose of these three tools is to uncover the students' actual grammar challenges, assess the teaching methods they have experienced, and evaluate their attitudes towards those lessons.
(Adopted and adapted from McBride & Sckotak, 1989)
(3) Analyzing data and generating hypotheses (research week 1)
Following the initial week, the researcher takes a month-long break due to the participants' field trip Upon analyzing the preliminary data, it becomes evident that grammar poses a significant challenge for the students, suggesting that the teaching methods employed in the previous semester may not align with the students' proficiency and interests Consequently, a hypothesis is established based on these findings.
Applying dictogloss which can be more appropriate for the students’ level would raise the students’ interest and grammatical competence
During the field trip, an action plan was created to address the identified issues, aiming to introduce students to an innovative approach for teaching grammar.
Dictogloss is an advanced teaching method that requires careful preparation of various skills and materials Essential skills like note-taking and resources such as appropriate text speed, length, topic, and complexity should be organized in advance, particularly using the New English File – Pre-Intermediate textbook To enhance students' familiarity with note-taking and the dictogloss technique, a dedicated training session was conducted.
Note-taking is an essential skill for capturing ideas and facts for future reference, yet it can be challenging to master Recognizing the lack of training in previous semesters, students received an introductory session on the dictogloss task immediately following a field trip This session included simple activities designed to enhance their note-taking abilities, equipping participants with the necessary skills to effectively engage in the upcoming research period.
The training session, spanning 90 minutes across two class periods, focused on familiarizing students with popular fast writing techniques, including the use of keywords, abbreviations, and symbols (refer to appendix 1) Given the students' proficiency level, the listening tasks were intentionally simple yet relevant to the lessons, avoiding the complexity found in some research materials, such as the "Contemporary Topic" textbook The dictogloss tasks required students to write down key words to reconstruct texts, emphasizing the development of essential note-taking skills.
During the training period, participants were introduced to note-taking and practiced with three short sentences to familiarize themselves with the technique Afterward, two students shared their notes, allowing the researcher to review and suggest replacing certain words with symbols or abbreviations To enhance their note-taking skills throughout the research period, the researcher provided a system of commonly used symbols and abbreviations, which were mutually agreed upon by both the teacher and the learners.
The remainder of the lesson focused on introducing the dictogloss technique, guided by the steps outlined by its creator Students engaged in a practical dictogloss task that emphasized note-taking skills, where they followed the dictogloss procedure using a simple text read at a slow pace This exercise aimed to familiarize students with the dictogloss method and prepare them for future activities in the course Additionally, careful material selection played a crucial role in enhancing the effectiveness of the dictogloss practice.
To create effective listening materials for language lessons, it's essential to select authentic texts that match the appropriate speed and complexity, progressing from simple to more challenging topics These materials should align with the lessons and target grammar objectives Due to time constraints and the challenge of finding suitable texts, some listening excerpts are sourced from the "New English File Pre-Intermediate" textbook, while others are sourced externally Each recording is designed to be brief, lasting only two to three minutes, allowing ample time for reconstruction and feedback within the same lesson Additionally, any new vocabulary should be introduced prior to the dictogloss task to facilitate student understanding and ensure the task can be completed efficiently.
The dictogloss method will be implemented throughout the research period, utilizing the grammatical points from the "New English File Pre-Intermediate" textbook published by Oxford This textbook has been selected as the sole resource for non-major English classes at HCE, as it effectively supports dictogloss tasks Each unit is designed around a specific grammatical focus, integrating various skills such as listening and speaking, thereby enhancing the overall learning experience.
The students are already well-acquainted with this book from their previous semesters, making it an ideal choice to maintain consistency and continuity in their learning experience.
(5) Implementing the action plan (research week 3 – research week 10)
During this period, detailed action plans were implemented to enhance students' dictogloss and note-taking skills, starting from simple tasks and progressing to more complex ones Following Wajnryb's model (1990), each dictogloss task was structured into four key stages: preparation, dictation, reconstruction, and correction The preparation stage included warming-up activities, direction setting, and grouping students The dictation stage involved three rounds of dictation, while the reconstruction stage focused on group discussions and writing, which also encompassed checking for accuracy Finally, the correction stage involved analyzing and correcting mistakes, allowing students to acquire the target knowledge effectively.
The two lecturers were also invited to attend the class The first teacher joined the lesson dealing with file 7C; the other attended file 7D
(6) Collecting data to monitor changes (post-data) (research week 11)
Participants of the study
Twenty-eight second-year Maths students at HCE participated in this research, where the author, also their instructor, had prior contact with them, enhancing her understanding of their needs Prior to the study, the researcher engaged with the students for two weeks During the 15-week second semester of the 2012-2013 academic year, these students utilized the "New English File – Pre-intermediate" textbook.
The selected target population for this study consists of students who have completed English 1 and 2 in previous semesters, making them familiar with the course material and structure At this stage, they are expected to be at a pre-intermediate level, which should enable them to develop some listening skills and grasp grammatical concepts However, the listening exercises primarily focus on true/false and multiple-choice questions rather than note-taking skills, and the grammar test results from their entry assessments indicate that they still have significant room for improvement.
The research involved only two teachers from the Faculty of English, allowing for in-depth interviews and more focused collaboration This approach facilitated the collection of comprehensive recommendations Each teacher participated in a dictogloss lesson prepared by the researcher, followed by observations and feedback on the lesson, contributing valuable insights for improvement.
Both educators possess Master's degrees and extensive experience in teaching English at the faculty level One serves as the head of the Division of Non-major English, while the other, a lecturer with seven years of experience at HCE, has significantly influenced the researcher through her effective use of dictogloss in grammar classes, indicating her deep understanding of this technique.
Data Collection Instruments
The research conducted over 12 weeks in the second semester of the 2012-2013 academic year utilized five data collection instruments: qualitative analysis of textbooks, class observations, various tests (including a course entry test, pre-test, and post-test), pre- and post-questionnaires, and interviews.
2.3.1 Qualitative analysis of textbook “New English file – Pre-intermediate” 2.3.1.1 Reasons for using qualitative analysis of the textbook
The analysis of the textbook "New English File – Pre-intermediate" is crucial for addressing the research questions of this study, particularly in relation to the dictogloss technique Understanding the course content is essential for both teachers and students, making it necessary to examine all components of the textbook, including listening texts This analysis will ensure the effective application of the dictogloss technique in teaching practices.
2.3.1.2 Description of qualitative analysis of “New English file – Pre- intermediate”
The author of this thesis conducted an analysis of the course book "New English File – Pre-Intermediate" to determine its alignment with the dictogloss technique's essential features This analysis focused on key elements such as grammar, listening, and speaking, allowing the researcher to identify any necessary adaptations Subsequently, additional data collection instruments were designed based on the findings from the course book analysis.
2.3.2.1 Reasons for choosing class observation
Throughout the research period, observations provide the researcher with a comprehensive understanding of participants' performance in grammar tasks and the overall classroom environment during grammar lessons These firsthand observations are crucial for assessing students' reactions to dictogloss activities, enabling the researcher to determine the effectiveness and appropriateness of the activities for the students' skill levels This insight allows for timely adjustments to the implementation of the technique, ensuring it meets the needs of the learners.
2.3.2.2 Description of the observation sheet
For effective observation, the observation sheet (Appendix 2) will include 7 questions, grouped into the following main parts:
Questions 1 – 5 are in the form of Likert scale The researcher just needs to tick into the column in response to the points from the lowest mark (mark 1) to the highest (mark 5) for each criterion The questions request information about student‟s behavior to dictogloss, performance on dictogloss, and grammatical competence
Question 6 collects all data about problems arisen in the class related to dictogloss and class atmosphere, and possible recommendations will be asked in question 7
Observation is a useful instrument, nonetheless, there are potential problems related to the use of observation, thus other data gathering instruments are also employed
Tests serve as valuable instruments for demonstrating the effectiveness of dictogloss To evaluate students' grammatical competence, three distinct English tests are designed to be administered both before and after the treatment.
On the first day of each course, an entry test is administered to evaluate the proficiency of incoming students, enabling the teacher to gauge their current knowledge and tailor instructional methods accordingly for the remainder of the course.
There are totally 40 questions, divided into three sections: Section 1 (use of English), section 2 (reading) and section 3 (writing)
Part 1 comprises task 1 with 15 four-option multiple choice questions and task 2 with 5 questions which require students to identify and then correct the mistakes Each question in task 2 is counted as 2 questions (one for identifying the mistakes and one for correcting the mistakes) Part 2 includes 5 reading questions and part 3 consists of five questions (build the sentence with the given words) which are counted as two questions each
The entry test was structured according to the end-term assessment recommended by the non-English Division at HCE, encompassing a comprehensive range of grammatical elements found in the target materials.
Pre-test and post-test
At the start of the research period, a pretest was administered to establish a baseline for comparison with the post-test results, which were collected at the end of the treatment The post-test aimed to evaluate learners' achievements following the intervention, allowing for an assessment of the overall effectiveness of the treatment and highlighting the differences in performance before and after the intervention.
To guarantee reliability and validity, both the pre-test and post-test are structured identically, featuring the same test items, target grammar, and difficulty level These assessments encompass all grammatical components outlined in the target files and are divided into four distinct parts.
Part 1 - Use of English: There are ten multiple choice questions with four options Each question accounts for two points
Part 2 – Mistake correction: The students are asked to identify the underlined word or phrase A, B, C or D that must be changed and then correct them There will be 2 points for identifying the mistakes and 2 points for correcting them
Part 3 – Building full sentences: It tests learners‟ ability to make full sentences with the given words There are five questions and 4 points for each correct answer
Part 4 – Sentence transformation: Rewrite five sentences without changing the meaning with 4 points for each correct answer
Part 5 – Paragraph writing: Students must write a short paragraph (about 50 words) to talk about what they used to do in the past including 10 uses of target components The mark will be counted down from 20 to 0 for each mistake
The grammar pre-test and post-test were designed based on grammatical points suggested in the Pre-intermediate New English File Test booklet by Jenny Quintana
In 2005, the New English File workbook (pre-intermediate) by Clive Oxenden and colleagues was utilized to analyze the differences between two test results This evaluation was conducted by invited MA teachers to ensure reliability The use of two distinct tests was intentional, aimed at minimizing the likelihood of students recalling answers from the pre-test.
42 when they did the second test at the end of the course All records from the two tests were kept for later analysis
Survey questionnaires are a widely used tool for collecting data on attitudes and opinions from a large participant pool They enable researchers to obtain comparable information from various responses There are two types of questionnaires: pre-questionnaires and post-questionnaires To minimize misunderstandings and ensure the reliability of responses, both types are originally written in Vietnamese.
2.3.4.2 Description of questionnaires a/ The pre-questionnaire
Procedure of dictogloss in class
2.4.1 Basic procedure of dictogloss in class
Basically, during the research period, the researcher adapted Wajnryb‟s model
(1990) with four steps, namely prepararion, dictation, reconstruction, and correction The table below illustrates the detail description of the procedures and steps of dictogloss
Procedure Specific description of steps
Warm-up: Tell what they are going to do; introduce related background information of the text; Teach new vocabulary
Directing: Inform the students of the next step Grouping: Put 4 or 5 students in a group
When dictating at a normal speed, students focus on grasping the main ideas, noting key words and phrases, and verifying their understanding by checking the overall gist to complete their notes effectively.
Discussing: Ss share the notes and discuss in groups about the main idea of the text, key words and phrases
Writing: T asks each group to reconstruct the text in their own group in ther own word based on what the have noted
Checking: Members in group check their version together
Correcting: T and the whole class correct the mistakes
Analyzing: Both T and Ss analyze the mistakes and draw the rules
Table 1: Basic procedure of dictogloss in class
2.4.2 Variations of dictogloss in class
To maintain student engagement and cater to the specific grammatical points and topics, the researcher implemented variations of the standard dictogloss method during weeks 5, 6, 7, 8, and 10 of the study, while primarily adhering to the basic procedure throughout most of the research period.
Research week 5: Student-Controlled Dictation
Research week 8: Scrambled Sentence Dictogloss
A Summary of Methodology
The data collection procedure involved several key steps Initially, a course entry test was analyzed to establish a baseline The first week focused on analyzing the textbook, conducting a pre-test, and administering the first questionnaire and interview with students to gather both quantitative and qualitative insights about the participants Direct observation was conducted throughout the research period to monitor classroom activities From weeks 3 to 10, an action plan was implemented, which included interviews with two teachers after their classes in weeks 3 and 4 In week 11, students completed a post-test to assess their improvement in grammar competence following the treatment, along with a second questionnaire and in-depth interviews with several students The researcher analyzed the post-data in the final week.
Here is the timetable of the study:
Week 0 (pre-research period): Problem identification via direct contact with the subjects
Research week 1: (No treatment) Initial data collection
(Analyzing initial data and make plans)
Research week 2: Training session (plus with making plans)
Research week 3: Dictogloss task 1 with “used to”
Research week 4: Dictogloss task 2 with “passive”
Research week 5: Dictogloss task 3 with unidentified nouns such as something… Research week 6: Dictogloss task 4 with “ADJ (ed/ing)”
Research week 7: Dictogloss task 5 with “Quantifiers, Too / not enough”
Research week 8: Dictogloss task 6 with “Phrasal verb”
Research week 9: Dictogloss task 8 with “so, neither”
Research week 10: Dictogloss task 9 with “Past perfect”
Research week 11: Collecting post data
Research week 12: Analysis of post-data