Statement of the problem and rationale for the study
Language is the essential tool for human communication, with English emerging as a key instrument for international interaction (Richards & Rodgers, 2001) Over the past 50 years, English has evolved into the first truly global language (Hung, 2002, p.33), leading to a significant increase in its necessity in Vietnam The focus of Vietnamese learners has shifted from primarily grammar-based learning for exams to a demand for practical communication skills for daily life and employment Despite the goal of English education to prepare students for real-life communication, the effectiveness of English as a foreign language (EFL) instruction in Vietnamese secondary schools and universities has faced criticism due to students' weak language application outside the classroom (Ngan, 2004; Nguyen, 2002; Tran, 2006) Compared to their peers in Asia, Vietnamese students generally demonstrate lower proficiency, struggling to communicate effectively or engage in English academic programs, which hampers their competitiveness in the global job market (Huynh, 2006) Even high-achieving students in grammar exams often find it challenging to construct coherent sentences in writing and speaking (Huy).
The dictogloss technique is an effective method for enhancing the listening comprehension skills of 8th-grade students By integrating this approach into the curriculum, educators can significantly improve students' ability to understand spoken language This technique encourages active listening and collaborative learning, fostering a deeper engagement with the material As a result, students not only develop better comprehension skills but also gain confidence in their listening abilities, which is crucial for their academic success Implementing dictogloss in the classroom can lead to improved educational outcomes for 8th-grade learners.
The shortcomings in education have prompted the researcher to explore effective methods for teaching English that cater to the diverse needs of learners at various language levels.
Listening is a vital language skill in English as a Foreign Language (EFL), serving as a crucial input for developing other language abilities It acts as a bridge to productive skills, facilitating the reception of information essential for learning a foreign language Without comprehending this input, students struggle to acquire knowledge Research by Rivers and Morley (2008) highlights that we listen twice as much as we speak, four times more than we read, and five times more than we write, underscoring the prevalence of listening in daily life Moreover, listening is an integrative skill fundamental to language acquisition, involving a complex process that goes beyond merely perceiving sounds Due to its intricate nature, many EFL learners find listening comprehension to be one of the most challenging skills to master, often encountering significant difficulties in understanding and processing spoken information.
As an English teacher at Clever School for nearly two years, I've observed that my secondary students struggle with listening skills due to insufficient grammatical knowledge, lack of prior knowledge, and ineffective learning techniques Additionally, a lack of background knowledge and cultural understanding further hinders their listening comprehension Consequently, this leads to decreased motivation among students to engage with listening activities It is crucial for teachers to identify and address these challenges to enhance student learning outcomes in listening.
The dictogloss technique is an effective method for enhancing the listening comprehension of 8th-grade students By employing engaging teaching strategies, teachers can capture students' attention and improve their listening proficiency It is essential for educators to create ample opportunities for students to develop their language skills, as the primary goal of English lessons in junior high school is to foster communicative abilities in both spoken and written forms This approach equips students with the necessary skills to navigate daily language demands, such as reading newspapers and understanding videos.
Recognizing the disparity between theoretical approaches and the actual practice of teaching listening skills, the researcher initiated a study on the implementation of Dictogloss in listening lessons This research aims to enhance students' listening abilities and boost their motivation and attitudes towards learning English listening at a secondary school in Vietnam.
The article "Using Dictogloss Technique to Improve the Effectiveness of Eight-Form Students' Listening Comprehension" explores innovative methods to boost Vietnamese secondary students' motivation and enhance their listening skills The findings indicate that the dictogloss technique, recognized as a multi-skill activity (Vasiljevic, 2010), significantly improves students' comprehension and retention of spoken English during listening lessons While effectively implementing the dictogloss technique poses challenges for teachers, careful lesson design can lead to notable improvements in students' listening and communication abilities.
The dictogloss technique has been implemented to enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaboration among learners, allowing them to reconstruct spoken texts By focusing on key details and overall meaning, students can improve their ability to understand and retain information The effectiveness of this approach highlights the importance of interactive learning strategies in developing listening skills in educational settings.
Aims and research questions
The major purposes of the study are
1 To explore whether Dictogloss technique is applicable
2 To explore the effect of Dictogloss technique in students‘ listening proficiency
3 To find out students‘ attitudes towards Dictogloss technique used in listening skills
With these initial targets, the result is expected to raise implications for teachers of English, students and educators
In order to achieve the aforementioned aims, the paper seeks the answers for the following research questions
1) What are the students‘ attitudes towards Dictogloss – applied listening lesson?
2) To what extent does Dictogloss technique help to enhance the effectiveness of students‘ listening comprehension?
The study hypothesizes that the Dictogloss technique enhances listening comprehension among 8th-grade students at Clever School.
Significance of the study
Vietnamese researchers have made significant strides in studying English teaching and learning within an EFL context This ongoing research aims to enhance the existing body of knowledge by focusing on the implementation of the Dictogloss technique in listening lessons Ultimately, it seeks to enrich the literature on language teaching practices in Vietnam.
The dictogloss technique significantly enhances the listening comprehension skills of 8th-grade students By engaging students in collaborative learning, this method allows them to reconstruct spoken texts, thereby improving their ability to understand and retain information Implementing dictogloss in the classroom fosters active participation and critical thinking, which are essential for effective listening Overall, this technique proves to be a valuable tool in developing students' listening abilities and promoting a deeper understanding of the material presented.
Research on the effectiveness of Dictogloss in language teaching within the Vietnamese context is limited Nguyen (2013) specifically explored dictogloss tasks and their impact on teaching grammar The findings from this study are anticipated to offer valuable insights for English teachers, particularly in enhancing listening skills It aims to provide educators with practical lessons and principles of the Dictogloss technique, positioning it as an innovative method to boost secondary school students' motivation in listening and improve their communication skills Additionally, this approach can aid students in enhancing their listening comprehension and fostering cooperative learning.
Scope of the study
This study investigates the impact of the dictogloss technique on enhancing English as a Foreign Language (EFL) listening skills among 8th graders at Clever School, a language institution in Hanoi The research is specifically focused on a limited participant group due to constraints in time and resources, aiming to provide insights into effective listening strategies in language learning.
The researcher focuses exclusively on the Dictoloss technique to improve students' listening comprehension skills, intentionally excluding other methods or approaches from the study.
The Dictogloss technique significantly enhances listening comprehension among 8th-grade students This method involves students listening to a passage, taking notes, and then reconstructing the text collaboratively By engaging in this active learning process, students improve their ability to understand spoken language and retain information Implementing the Dictogloss technique can lead to better academic performance and greater confidence in listening skills Overall, it is an effective strategy for educators aiming to boost comprehension abilities in middle school learners.
Methods of the study
To address the research questions, data were analyzed from various sources, including observations, student reflections, and face-to-face interviews with students.
Extensive reference materials on listening comprehension and the Dictogloss technique have been meticulously gathered, analyzed, and synthesized, taking into account the specific teaching and listening contexts of both teachers and students.
Secondly, the interviews and observation are carried out with the students to collect the most reliable data for the study.
Thesis organization
The study is divided into three parts: the Introduction, the Development and the Conclusion
The introduction identifies the key problem, outlines the study's objectives, highlights its significance, and describes the research methodology It also defines the study's scope and provides a concise overview of the research framework.
Part B: Development – consists of three chapters
Chapter one called “Literature review” reviews the theoretical background of the study It presents overview of listening comprehension and Dictogloss technique
Chapter two describes in details the research methodology which comprises the information of the research subjects, instruments for data collection and procedure for data collection
The study explores the use of the dictogloss technique to enhance listening comprehension among 8th-grade students This method encourages active engagement and collaboration, allowing students to reconstruct spoken texts, thereby improving their understanding and retention By implementing dictogloss, educators can foster a more interactive learning environment that significantly boosts students' listening skills and overall language proficiency The findings suggest that this technique is effective in promoting better comprehension and can be a valuable tool in language education.
Chapter three presents results and the analysis of the collected data The results are the basement to determine the effects of using Dictogloss technique on teaching listening
This chapter closes the study by summarizing the main contents and providing suggestions for further study
The dictogloss technique has been implemented to enhance the listening comprehension skills of 8th-grade students This approach encourages active engagement and collaboration among learners, allowing them to reconstruct spoken texts through group work By focusing on key details and overall meaning, students improve their ability to listen critically and effectively The use of dictogloss not only fosters better understanding but also promotes language retention and enhances communication skills, making it a valuable tool in the classroom.
LITERATURE REVIEW
Listening comprehension in ESL
The study of listening comprehension encompasses a diverse range of approaches and interpretations This research specifically aims to explore listening comprehension, which is comprehensively defined by Clark (1977, cited in Xu, 2011, p.161) through both narrow and broad perspectives.
Comprehension encompasses two primary meanings In its narrow sense, it refers to the mental processes through which listeners absorb spoken sounds and develop an understanding of the speaker's intended message In a broader sense, comprehension goes beyond mere interpretation, as listeners typically apply the insights they have gained from the speaker's words.
The dictogloss technique has been implemented to enhance the listening comprehension skills of 8th-grade students This approach encourages active engagement and collaborative learning, allowing students to reconstruct spoken texts By focusing on key details and encouraging peer interaction, the dictogloss method significantly improves students' ability to understand and retain auditory information The positive impact of this technique on listening skills highlights its effectiveness as a teaching strategy in the classroom.
In the study, the two terms ―listening comprehension‖ and ―listening skill‖ are used as alternative terms
Listening has been so far considered as one of the most important language skills Feyten (1991) indicated that ―listening time accounts for more than
Listening accounts for 45% of communication time, highlighting its crucial role in understanding and enhancing language learning Despite its significance, many researchers overlook the importance of listening skills Scholars have diverse perspectives on the concepts of "listening" and "listening comprehension," resulting in a range of definitions that surround the nature of listening.
Listening is an active process that involves interpreting both verbal and nonverbal messages, as defined by Nunan (1998) This process requires a range of skills, including prediction, hypothesizing, checking, revising, and generalizing, similar to those used in reading and writing Consequently, listeners actively choose what information to focus on and how to interpret the messages they receive.
O'Malley, Chamot, and Kupper (1989) emphasize that listening comprehension is an active and conscious process where listeners construct meaning by utilizing contextual cues and their existing knowledge This indicates that listeners not only receive input but also actively engage with the message to achieve understanding Consequently, the goal of listening comprehension is for learners to effectively articulate and write about what they have heard.
The use of the dictogloss technique significantly enhances the listening comprehension skills of 8th-grade students This method encourages active engagement and collaboration among learners, allowing them to reconstruct and analyze spoken texts effectively By implementing dictogloss in the classroom, educators can foster a deeper understanding of auditory material, ultimately improving overall academic performance in language learning.
Listening is a complex language skill that encompasses various sub-skills, going beyond mere hearing to include decoding sounds and grasping their meanings To enhance their listening abilities, students must learn to decode spoken language, follow verbal instructions, infer meanings, listen for details and sequences, extract main ideas, differentiate between facts and opinions, and identify the speaker's mood (Abelleira, 1987).
1.1.2 Nature of learning listening 1.1.2.1 Listening is more than hearing
Hearing is an automatic response to sound waves, while listening is a complex activity that involves intellectual, emotional, and social factors The context of the conversation—who is speaking, when, where, and why—plays a crucial role in the listening process Thus, listening transcends mere sound absorption; it is an active intellectual endeavor that includes decoding, interpreting, understanding, and evaluating messages.
1.1.2.2 Listening has a strong attachment to other skills
The primary goal of language learning is to enhance the four essential skills: listening, speaking, reading, and writing, supported by a strong vocabulary and grammar foundation However, the ultimate aim is for learners to effectively use the language in real-life situations Many individuals may excel in reading and writing but struggle with communication and self-expression According to Aderson and Lynch (1988), effective speaking is closely linked to successful listening; without this connection, conversations can falter.
The dictogloss technique is an effective method for enhancing the listening comprehension skills of 8th-grade students Listening and reading comprehension are interconnected receptive skills that involve both physical and interpretive processes It is essential to recognize that these skills are interdependent, as the primary objective of learning to listen is to understand spoken language for effective communication in English Therefore, students should be provided with ample opportunities to practice and integrate these skills within conversational contexts.
Listening skills are crucial in foreign language learning, as they enable learners to receive essential language input According to Krashen, Terrell, Ehrman, and Herzog (1984), language acquisition occurs when students engage with sufficient comprehensible input, highlighting the significance of effective listening in mastering a new language.
As an input skill, listening has made great contribution to students‘ language development Rost (1994) emphasizes this importance of listening
“Listening is vital in the language classroom because it provides input for the learners Without understanding the input at the right level, any learning simply cannot begin”
Brett (1997:39) shares the same view with Rost that listening is one of the most important sources of input that a human brain has He states that
Listening is a fundamental language skill that plays a crucial role in the language acquisition process As the primary medium for input in language learning, effective listening enhances students' ability to perceive speech By improving listening skills, learners can increase the amount of input they receive, thereby facilitating their overall language acquisition.
The dictogloss technique has been shown to significantly enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaboration among learners, allowing them to reconstruct spoken texts collectively By focusing on key details and overall meaning, students develop their listening abilities more effectively Implementing dictogloss in the classroom promotes not only better understanding but also boosts confidence in language use, making it a valuable tool for educators aiming to improve student outcomes in listening comprehension.
According to Morley (2001), listening is utilized nearly twice as much as speaking and four to five times more than reading and writing in an average day Numerous studies, including those by Anderson and Lynch (1988), Dunkel (1991), and Michael Lewis (1993), emphasize the crucial role of listening in language acquisition and effective communication.
Overview of current teaching and learning ESL learning situation in
situation in Vietnam 1.2.1 Current teaching and learning ESL learning situation in
In Vietnam, English becomes a mandatory subject starting in Grade 3, with curricula and textbooks revised to emphasize comprehensive skills and communication over traditional grammar Despite these efforts, many schools continue to prioritize grammar, reading, and vocabulary, leading to insufficient focus on listening and speaking skills in lesson plans Consequently, English education in Vietnam remains heavily oriented towards grammar and examination, with most assessments designed to evaluate students' knowledge of grammatical structures and vocabulary rather than their overall language proficiency (Luu, 2011).
The dictogloss technique is an effective method for enhancing listening comprehension among 8th-grade students This approach encourages active engagement by having students listen to a passage, reconstruct it in their own words, and collaborate with peers to improve understanding Implementing dictogloss not only boosts students' listening skills but also fosters teamwork and critical thinking By integrating this technique into the curriculum, educators can significantly enhance the effectiveness of listening comprehension in middle school learners.
In Vietnam, language schools typically teach language skills in isolation, neglecting the crucial interrelationship between listening, speaking, reading, and writing This separation means that listening is often instructed apart from speaking, despite the fact that effective communication in real-life situations requires the integration of these skills According to Aderson and Lynch (1988), successful speaking relies on proficient listening; without this connection, conversations can falter As a result, many Vietnamese students, despite achieving high scores in English tests, struggle to communicate effectively with foreigners in even basic daily interactions.
The Vietnamese English classroom is characterized as a "cultural island," where a teacher-centered approach predominates (Le, 2000) This environment places significant responsibility on teachers to design syllabi, set learning objectives, and assess students through examinations Consequently, students often assume a passive role, becoming mere imitators rather than active learners Additionally, the lack of an English communication environment in Vietnam leads to a focus on imparting knowledge about the language, rather than fostering practical English usage skills.
The dictogloss technique has been implemented to enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaborative learning, allowing students to reconstruct spoken texts By focusing on key vocabulary and ideas, students improve their ability to understand and retain information from auditory sources The effectiveness of this approach demonstrates significant improvements in students' listening abilities, making it a valuable tool in language education.
1.2.2 Problems of teaching and learning listening comprehension in
Of the four language basic English language skills (listening, speaking, reading and writing), listening skill seems to be the most challenging skill to be acquired by Vietnamese students
Students and teachers often exhibit negative attitudes towards listening comprehension, which hinders effective learning Students face challenges in identifying main ideas, specific information, and the meanings of words and phrases in listening texts, leading to a lack of interest in developing their listening skills (Nguyen, 2008) Teachers, on the other hand, tend to focus on assessing listening abilities rather than teaching them, often providing questions or materials without adequate explanation This approach leaves students struggling to process information due to their limited vocabulary, grammar, and background knowledge, and they lack the time to reflect on what they have heard Additionally, teachers may present materials that are too advanced for students, setting unrealistic expectations and resulting in feelings of frustration and disinterest in the lessons.
The dictogloss technique has been implemented to enhance the listening comprehension skills of 8th-grade students This instructional method encourages active engagement and collaborative learning, allowing students to reconstruct spoken texts By focusing on key vocabulary and contextual understanding, the dictogloss approach significantly improves students' ability to comprehend and retain auditory information Overall, the use of dictogloss in the classroom fosters a more effective learning environment for developing listening skills among middle school learners.
Ineffective teaching methods and a lack of engaging strategies can contribute to students' difficulties in listening comprehension When educators do not employ effective listening instruction techniques, students may struggle to find the learning process interesting or beneficial, ultimately hindering their ability to improve their listening skills.
The factors outlined significantly influence teaching practices and outcomes, particularly in adopting a learner-centered pedagogical approach Given the increasing demand for English communication skills today, it is essential to implement changes in classroom practices that promote active learning styles among teachers.
Implementing a dictogloss listening lesson effectively can significantly enhance students' positive attitudes towards listening skills and improve their overall listening learning outcomes.
1.3 General concepts of Dictogloss technique 1.3.1 What is Dictogloss?
Dictogloss, introduced by Ruth Wanjryb in 1990 as an innovative approach to teaching grammar, has since evolved to address various educational objectives, including listening comprehension and integrated skills development, fostering cooperative learning and learner autonomy (Vasiljevic, 2010) This method shifts the focus from merely assessing comprehension to enhancing learners' understanding (Prince, 2013) According to Wilson (2003), dictogloss serves as a practical tool in language education, promoting active engagement and collaborative learning among students.
The use of the dictogloss technique significantly enhances the listening comprehension of 8th-grade students This student-centered approach effectively addresses perceptual errors in listening Vasiljevic (2010) argues that dictogloss not only facilitates the teaching of English listening but also addresses the common issue of listening skills being assessed without proper instruction By combining teaching and assessment, dictogloss provides a comprehensive method for improving students' listening abilities.
2010, p 46) The following section will describe the usual dictogloss procedure to explain why this technique can be used with multiple aims in a lesson
Dictogloss is an engaging language learning activity that consists of four key phases Initially, students explore the topic and engage in preparatory work Next, they listen to a short text twice—first without taking notes and then while jotting down key points Following this, students collaborate in pairs or groups to reconstruct the text based on their notes Lastly, they compare their reconstructed versions with each other and with the original text, enhancing their understanding and accuracy (Wajnryb, 1990; Wilson, 2003).
During the preparation stage, teachers provide clear instructions and organize students into groups prior to the listening activity This approach helps familiarize learners with both known and unfamiliar vocabulary related to the text, enhancing their understanding of the topic As a result, students become more receptive during the listening phase According to Jimenez and Perez (2012), consistent exposure to texts through various means is essential for effective vocabulary acquisition.
In the listening stage, students first listen to a text read at normal speed by the teacher or from a tape, taking fragmentary notes During this initial listening, they should focus on comprehension rather than note-taking Kondo et al (2012) emphasize the importance of this approach in enhancing listening skills.
METHODOLOGY
Setting of the study
A study was conducted at Clever School in Hanoi, which offers English classes to nearly 600 students aged 11 to 15 across 31 classes As a private institution, Clever School provides excellent teaching and learning conditions, equipped with modern technologies such as projectors, TVs, CD players, and computers with internet access The class size for grade 8 is limited to 20 students, ensuring that all participants are carefully selected through a placement test, resulting in classes with similar English proficiency levels The study specifically investigates student attitudes toward dictogloss lessons and evaluates the effectiveness of this technique in enhancing English learning outcomes.
The dictogloss technique has been shown to significantly enhance the listening comprehension skills of 8th-grade students By engaging in this collaborative learning method, students can improve their ability to understand spoken language and retain information effectively This approach encourages active participation and critical thinking, making it a valuable tool for educators aiming to boost student performance in listening activities Implementing dictogloss in the classroom can lead to better academic outcomes and increased student confidence in their listening abilities.
Participants
The study involved 18 eighth-grade students at Clever School, all aged 14 and with a minimum of five years of English study Hailing from various schools in Hanoi, these students possess a similar proficiency level in English, comprising 13 females and 5 males While they are diligent, sociable, and enthusiastic about learning English, they display a negative attitude towards listening comprehension Their English lessons utilize the course book "My World 4," which includes 16 units, each featuring a listening component aimed at enhancing their listening skills through diverse texts.
Clever School employs approximately 10 English teachers, among whom the head English teacher of class M5 was selected for this study With two years of experience teaching English to secondary students, she possesses a strong understanding of modern language teaching methodologies Additionally, she is well-versed in addressing classroom challenges, organizing engaging class activities, and is open to adopting innovative teaching methods to enhance student progress.
Data collection methods
The Dictogloss technique can significantly improve students' listening comprehension in lessons By collaborating in pairs or groups, students enhance their learning experience and deepen their understanding of the material.
The dictogloss technique significantly enhances the listening comprehension of 8th-grade students by fostering their confidence and engagement This method promotes student autonomy, allowing learners to take charge of their learning process Additionally, incorporating dictogloss in listening lessons positively influences students' attitudes toward learning, as it encourages them to connect classroom input with real-world contexts Students also have the opportunity to express their opinions about this technique, further enriching their learning experience.
This qualitative research involved classroom observations, student reflections, and face-to-face interviews with both students and the teacher, focusing on the use of the Dictogloss technique in listening lessons These methods enabled the researcher to gather qualitative data effectively, facilitating easier summarization, analysis, and reporting Additionally, participants were given the opportunity to share their attitudes toward listening lessons enhanced by the Dictogloss technique.
According to Potter (1996), observation is a research method used to gather data on a specific topic by engaging with individuals or groups in their natural environment In this study, observations were carried out during listening lessons to collect information on students' comprehension and attitudes The findings were documented through detailed field notes, which provided valuable insights into the teaching and learning process, particularly when employing the Dictogloss technique The researcher conducted observations across four different listening lessons involving the same students and teacher.
The study focuses on enhancing the listening comprehension of 8th-grade students through the dictogloss technique The researcher conducted a 60-minute observation of classroom activities, meticulously noting the interactions between teachers and students A checklist was developed to assess the various phases of the dictogloss listening lesson, highlighting both teachers' instructional strategies and students' engagement levels This approach aims to provide insights into effective teaching practices that can improve students' listening skills.
At the conclusion of each lesson, the researcher provided reflection sheets for students to express their thoughts on the dictogloss technique This reflection aimed to uncover students' challenges, preferences in listening lessons, and the pros and cons of dictogloss compared to traditional methods Additionally, it allowed students to communicate their expectations to the teacher, enabling the researcher to better understand the practical application of the dictogloss technique in a real classroom setting.
Based on classroom observations and student reflections, researchers conducted interviews with both students and the teacher Brinkmann (2008) defines interviews as a conversational practice that generates knowledge through interaction between the interviewer and interviewees To encourage in-depth responses, most interview questions were open-ended, allowing participants to express their thoughts in unforeseen ways (Nunan, 1992) This approach aimed to explore the significance of listening in the learning process.
The study explores the use of the dictogloss technique to enhance listening comprehension among 8th-grade students By implementing this method, the researcher aims to assess its effectiveness in improving students' listening skills during lessons Additionally, the research examines students' attitudes towards the dictogloss technique, providing insights into its impact on their learning experience Overall, the findings contribute to understanding how dictogloss can be a valuable tool in language education.
The analysis of classroom observations, student reflections, and interviews revealed insights into students' attitudes towards the Dictogloss technique in listening skills Additionally, the study explored how the Dictogloss technique contributes to improving students' listening proficiency.
Qualitative data analysis
In qualitative research, raw data is collected from interview transcripts and archival notes (Vierra et al., 1998) This study focuses on qualitative data derived from students' reflections and semi-structured interviews about their effectiveness in learning listening comprehension and their attitudes towards the dictogloss technique in listening lessons Initially, the interviews were conducted in Vietnamese and subsequently transcribed The gathered data was compiled and analyzed using NVivo software To maintain privacy and confidentiality, all focus group interviews were transcribed anonymously into Vietnamese Themes were then developed based on constructs from the research questions and literature review.
The dictogloss technique is an effective method for enhancing listening comprehension among 8th-grade students This approach involves students listening to a passage, taking notes, and then reconstructing the text in groups, which fosters collaboration and deeper understanding By engaging in this interactive process, students improve their ability to retain and comprehend spoken information Implementing dictogloss in the classroom not only boosts listening skills but also encourages critical thinking and teamwork among learners Overall, utilizing dictogloss can significantly elevate the effectiveness of listening comprehension in middle school education.
RESULTS OF DATA ANALYSIS AND DISCUSSION
The students’ attitudes towards Dictogloss – applied listening lessons
The data collected from three sources at the course's conclusion indicated that most students actively engaged in the lessons and maintained a positive attitude towards dictogloss tasks This positive sentiment can be attributed to several factors, including the effectiveness of dictogloss in enhancing students' listening skills and their overall perception of performing dictogloss activities.
3.1.1 Dictogloss tasks foster students’ interest for listening comprehension
In a recent study on listening comprehension, students expressed enthusiasm for dictogloss lessons, highlighting their effectiveness and enjoyment Many participants described dictogloss as an engaging technique that fosters collaboration One student remarked, "I really love the reconstruction stage It is very interesting and I have the chance to work with my friends, allowing me to learn a lot." Another student noted their enjoyment in discussing the material, further emphasizing the positive impact of this teaching method on their learning experience.
The use of the dictogloss technique significantly enhances the listening comprehension skills of 8th-grade students Reflections and class observations indicate that students feel more engaged and motivated when collaborating with peers during this activity One student noted the enjoyment of working with friends, which contributed to completing exercises more efficiently Overall, dictogloss addresses diverse learning needs, fostering a more effective and enjoyable listening comprehension experience.
Listening lessons significantly impact student engagement, with topics like "advantages and disadvantages of playing sports" and "activities after school" generating considerable interest In contrast, more challenging subjects such as "smoking in public" and "recycling" fail to excite students, as reflected in their feedback One student expressed a preference for relatable topics like "teenager's life" or "advantages of Facebook," indicating that familiar subjects enhance their ability to engage in discussions This highlights the importance of selecting topics that align with students' interests to improve their listening skills Observations revealed that the teacher adapted the choice of topics from the second to the fifth lesson to better cater to students' learning preferences.
The dictogloss technique has been shown to significantly enhance the listening comprehension skills of 8th-grade students By engaging learners in collaborative writing activities based on auditory input, this method fosters active participation and improves retention of information Implementing dictogloss in the classroom not only aids in developing listening skills but also encourages critical thinking and teamwork among students Overall, utilizing this technique can lead to more effective learning outcomes in listening comprehension for middle school learners.
Some students expressed disinterest in the dictogloss technique, showing minimal involvement in lessons Others struggled to adapt to this new approach, as it required them to alter their established learning habits Observations indicated that certain students found it challenging to engage in class activities and faced difficulties managing the various tasks involved in the dictogloss process.
3.1.2 Dictogloss tasks: challenging but interesting
While most students appreciated the dictogloss technique, some found it challenging, with one student expressing difficulty in listening and note-taking simultaneously Observations indicated that despite instructions to focus on key words, many students attempted to write down complete sentences or long phrases, highlighting the need for clearer guidance at each stage Additional challenges included struggling to follow the listening text due to unfamiliar vocabulary and a lack of prior knowledge on the topic Despite these difficulties, many students acknowledged that dictogloss tasks were both challenging and engaging, with responses indicating enjoyment of the activity despite its complexity.
The dictogloss technique significantly enhances the listening comprehension of 8th-grade students This method encourages active engagement, allowing students to reconstruct spoken texts collaboratively, which fosters deeper understanding Many students express that while the process can be challenging, they appreciate the opportunity to study at their own pace, ultimately leading to improved listening skills By incorporating dictogloss into the curriculum, educators can create a more effective learning environment that caters to the diverse needs of students.
The roles of Dictogloss tasks in improving the effectiveness of students’
3.2.1 Dictogloss tasks increase students’ comprehension of the information heard
Dictogloss tasks significantly enhance participants' overall understanding of listening texts by providing alternative strategies for comprehending aural information This study highlights the crucial role of dictogloss tasks in developing listening comprehension skills, as evidenced by students' reflections One student noted that receiving key words at the start of the lesson boosts their confidence and understanding, making listening feel easier Similarly, another student emphasized the importance of supplementing vocabulary and grammatical structures prior to listening activities, reinforcing the effectiveness of these tasks in improving listening skills.
Listening comprehension is enhanced through active engagement, as highlighted by Feytein (1991), who emphasizes the listener's role in understanding Dictogloss tasks serve as effective tools for students, offering them strategies to grasp aural information more effectively By introducing key vocabulary at the outset, these tasks help learners prepare and become more receptive to the subject matter, as noted by Wanjnryb (1990) This structured approach fosters a deeper understanding and reconstruction of the listening text.
The Dictogloss technique significantly enhances the listening comprehension of 8th-grade students by engaging them in a multi-stage process During the reconstruction stage, students actively apply their listening skills to rewrite the text, deepening their understanding of the material One student noted, "In the reconstruction stage, I can use what I listen to from the text to rewrite the story, which helps me understand the information more deeply." This demonstrates that Dictogloss tasks foster a greater comprehension of auditory information As Feyten (1991) highlights, understanding the listener's cognitive processes is crucial for educators aiming to improve listening skills Overall, the findings underscore the effectiveness of Dictogloss in developing students' listening comprehension abilities.
3.2.2 Dictogloss tasks offer students different strategies to develop listening comprehension skills
The implementation of dictogloss in listening classes significantly aids students in comprehending the main events of a listening text Wanjryb (1990) emphasizes that students should listen at least twice; during the first listening, they focus on grasping the gist without taking notes This initial phase allows them to identify key events, as supported by Kondo et al (2012) In the second listening, students take notes to capture essential keywords related to the text This approach highlights that the strategies employed by students are crucial for understanding the text, ultimately enabling them to reconstruct it effectively.
The Dictogloss technique is an effective method for enhancing listening comprehension among 8th-grade students By engaging students in collaborative learning, this technique encourages active participation and improves their ability to retain and understand spoken language Implementing Dictogloss in the classroom can lead to significant advancements in students' listening skills, fostering better academic performance and communication abilities Overall, utilizing this innovative approach can transform the listening comprehension experience for 8th graders, making it more interactive and effective.
3.2.2 Dictogloss tasks offer students different strategies to develop listening
Dictogloss tasks improve students interactions in listening lessons
Many students expressed a strong interest in collaborative group work to reconstruct the text closely to its original version, highlighting the benefits of teamwork One student noted the significant advantages of working together, emphasizing the positive impact of collaboration on their learning experience.
―there are a lot of new words but thanks to group working, I can understand the content of the text better‖ Another claimed ―when I work in groups with
The use of the dictogloss technique significantly enhances the listening comprehension of 8th-grade students Students express that collaborating in groups allows them to share skills and ideas, making problem-solving more efficient Many students particularly enjoy the reconstruction stage of the dictogloss lesson, as it fosters a collaborative environment where they can freely express their thoughts and learn new vocabulary from peers Overall, cooperative learning through dictogloss makes the educational experience more enjoyable and effective for students.
The study highlights that most students demonstrated a strong engagement in integrated lessons, aligning with Vasiljevic's (2010) assertion that dictogloss addresses the shortcomings of traditional teaching methods that isolate language skills Students preferred dictogloss for listening lessons over conventional approaches, valuing the diverse activities it offered, such as individual and group work, reading, writing, and speaking tasks that were both suitable and challenging This technique not only enhanced their listening skills but also fostered the development of all four language skills One student noted, "I like the way the teacher gave the lessons In listening class, I do not only listen but also practice speaking and writing." Another remarked on the opportunities to discuss topics with peers, stating, "I find my speaking ability improve a lot." Overall, students appreciated the interactive nature of dictogloss, which significantly enriched their learning experience.
The dictogloss technique significantly enhances the listening comprehension skills of 8th-grade students This method fosters an engaging learning environment by integrating various language skills, making the process more enjoyable compared to traditional approaches focused solely on reading, writing, or listening By employing dictogloss, students experience a more dynamic and interactive way to develop their language abilities, ultimately leading to improved comprehension and retention.
Dictogloss helps to direct students’ focus on both meaning and form of the language
The findings of this study also suggest that dictogloss helps to direct students‘ focus on both meaning and the form of the language (Brown, 2001; Swain,
In 1999, students highlighted the benefits of dictogloss lessons, where integrating various activities allowed them to learn new vocabulary and grammatical structures while comparing their language use to that of native speakers One student noted that feedback from the teacher helped them understand grammar patterns in a more meaningful way, making it easier to retain information compared to traditional textbook methods Overall, dictogloss promotes deeper engagement with language by encouraging learners to listen, take notes, and collaborate with peers.
Dictogloss tasks help to develop students’ critical thinking and autonomy 31
The findings from observations and interviews indicate that dictogloss activities are centered around students, with the teacher acting as a facilitator This approach provides ample opportunities for students to enhance their learning autonomy, foster critical thinking skills, and explore their identities in the learning process As one student noted, "I have to think a lot," highlighting the cognitive engagement involved in these activities.
The study explores the use of the dictogloss technique to enhance listening comprehension among 8th-grade students Many students expressed a need for additional background knowledge to improve their speaking skills, indicating that a broader understanding allows them to engage more effectively in discussions They noted the value of listening to peers, as it provides insights and ideas that contribute to their learning Additionally, students reported increased enthusiasm and motivation after dictogloss lessons, highlighting a positive development in their autonomy and readiness for future lessons.
The dictogloss technique has been effectively employed to enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaborative learning, allowing students to reconstruct spoken texts and improve their understanding By integrating dictogloss into the curriculum, educators can foster better listening skills, leading to improved academic performance and communication abilities among students.
PART C: CONCLUSION, IMPLICATIONS AND SUGGESTIONS
This section summarizes the key implications of the research and offers recommendations for effective technique application Additionally, it presents suggestions for future research directions Finally, it concludes the study, encapsulating its main findings.
Implications of the study
Having concluded the results of the research, the findings lead to some implications for the innovative teaching of listening using Dictogloss technique
To effectively teach listening through Dictogloss tasks, teachers should tailor the activities to match their students' proficiency levels and present them in an engaging manner It is essential for educators to clearly outline the roles, objectives, and steps involved in Dictogloss activities from the outset For students who may struggle with understanding the instructions independently, incorporating explanations throughout the tasks can be beneficial Ultimately, teacher encouragement and support play a vital role in fostering active student participation in Dictogloss tasks.
From the results of the present study, Dictogloss technique is seen to provide learners with various opportunities to engage in productive language process
Listening serves as the foundation for writing, speaking, and reading activities, highlighting its crucial role in language acquisition Therefore, Dictogloss is an effective task that engages all four communicative skills within a student-centered learning environment.
It cannot be denied that using dictoloss technique in teaching offers many benefits to both teachers and students However, the results of the study also
The study on using the dictogloss technique to enhance listening comprehension among 8th-grade students highlighted both its benefits and challenges as identified by students and teachers In light of these insights, the researcher proposes several recommendations aimed at improving the effective implementation of the dictogloss technique in educational settings These suggestions are intended to assist teachers in maximizing the advantages of this technique for better student outcomes.
Preparing for a dictogloss lesson can be time-consuming, requiring teachers to act as facilitators who understand student needs and difficulties Effective implementation involves grouping students, encouraging collaboration, and providing support during the text reconstruction phase, which can be challenging The teacher noted that facilitating learning in this way can be more demanding than traditional listening lessons Therefore, careful lesson preparation is essential, considering various factors to anticipate potential classroom issues and ensure a smoother lesson flow.
The implementation of dictogloss in listening lessons marked a challenging transition for both the teacher and students, who had to adapt their teaching and learning habits Despite their high motivation to learn English, students faced difficulties shifting from passive listeners to active participants Fortunately, the guidance of a supportive teacher helped many students become comfortable with this new approach However, not all embraced the change, as two students expressed their dislike for group work in their reflection forms, stating, "I don’t like working in groups."
The use of the dictogloss technique significantly enhances the listening comprehension of 8th-grade students This method encourages active participation and collaboration, addressing common challenges such as student disengagement during group activities Feedback from students reveals a desire for more effective learning experiences, highlighting the importance of teacher-led initiatives that foster motivation and engagement By implementing structured group activities, educators can create a more dynamic and interactive learning environment that meets the needs of all students.
Limitations of the study
This study highlights key issues regarding students' attitudes toward listening and the effectiveness of Dictogloss in improving listening comprehension, although it acknowledges certain limitations.
The study provides a limited perspective based on the views of just eighteen students, indicating that the small sample size is insufficient for drawing broad conclusions.
The participants in this study do not represent the broader population of Vietnamese secondary students, as the research was conducted at a language center in Hanoi This center features distinct infrastructure and conditions that differ from typical secondary schools in Vietnam Notably, the well-prepared teaching and learning environment, along with a limited class size of 20 students, facilitates effective communicative activities for the teacher.
Students at Clever School uniquely experience the dictogloss technique for listening practice, a method rarely utilized in official schools across Vietnam This lack of exposure makes dictogloss a novel approach for many students Consequently, the limited opportunities to engage in dictogloss tasks may lead to feelings of uncertainty and discomfort among students when faced with this technique.
The use of the dictogloss technique significantly enhances listening comprehension among 8th-grade students This method involves collaborative tasks that challenge students to reconstruct spoken texts, thereby improving their listening skills Frequent engagement with dictogloss activities can lead to varied emotional responses, fostering a more positive learning environment By incorporating this technique into their curriculum, educators can effectively boost students' comprehension abilities and overall confidence in listening tasks.
The study's methodology, which includes interviews, student reflections, and observations conducted over a short timeframe, limits the researcher's ability to gain a comprehensive understanding of students' attitudes toward dictogloss and their improvement in listening comprehension skills Consequently, the findings do not support broad generalizations Future research with larger sample sizes and extended durations may address these limitations effectively.
Suggestions for further studies
This study highlights the effectiveness of dictogloss in enhancing listening comprehension skills, while also identifying several areas for future research exploration.
Variations of the Dictogloss technique present valuable opportunities for further research into teaching listening skills This study highlights the effectiveness of different strategies associated with Dictogloss and suggests exploring how these methods can be adapted to enhance reading, writing, and speaking skills Notably, Dictogloss is recognized as a task that engages all four communicative skills within a student-centered language learning environment.
The dictogloss technique has been effectively utilized to enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaboration among learners, allowing them to reconstruct spoken texts, which significantly improves their understanding and retention By integrating dictogloss into the curriculum, educators can foster a more interactive learning environment that promotes better listening skills and overall academic performance.
The current study highlights significant findings for English teachers focused on enhancing listening comprehension skills Dictogloss presents a unique approach to teaching English through listening activities, proving to be an effective method for improving language learners' listening comprehension Consequently, it serves as a valuable option for educators to explore how students utilize dictogloss tasks to better understand English texts.
Conclusions
This study investigated the use of the dictogloss technique to enhance listening comprehension skills among eighth graders It aimed to assess students' attitudes towards dictogloss tasks and evaluate their effectiveness in improving listening abilities.
Students' attitudes towards the dictogloss technique in listening lessons indicate that its use significantly enhances listening comprehension Interview and observation data reveal that most students are highly engaged and interested during these classes The study highlights that diverse dictogloss tasks not only motivate students but also make the listening experience enjoyable, communicative, and fun.
The dictogloss technique significantly enhances students' listening comprehension by providing multiple benefits Its implementation in the classroom not only improves listening skills but also fosters collaboration and active engagement among students Through this interactive approach, learners are encouraged to reconstruct spoken texts, leading to a deeper understanding and retention of the material Overall, dictogloss tasks prove to be an effective strategy for boosting students' listening abilities.
The use of the dictogloss technique significantly enhances the listening comprehension of 8th-grade students This method allows students to acquire substantial input and improve their listening performance Continuous practice with dictogloss equips students with effective listening strategies, leading to gradual improvements in their listening comprehension after each lesson As a result, students are more likely to achieve better outcomes in listening exams and effectively utilize their listening skills for future communication.
The study's findings indicate that dictogloss tasks are effective tools for improving students' listening comprehension through meaningful activities These tasks offer teachers a valuable method to engage learners in communicative exercises, ultimately enhancing the effectiveness of listening skills development.
The dictogloss technique has been implemented to enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaborative learning, allowing students to listen, reconstruct, and discuss the content By focusing on listening strategies, students can improve their ability to comprehend spoken language effectively The study demonstrates that applying the dictogloss technique significantly boosts students' listening comprehension, making it a valuable tool in language education.
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The dictogloss technique has been shown to significantly enhance listening comprehension among 8th-grade students This method encourages active engagement and collaboration, allowing students to reconstruct spoken texts, thereby improving their understanding and retention of information By incorporating dictogloss into the curriculum, educators can foster better listening skills, which are essential for academic success Implementing this technique not only boosts students' confidence in their listening abilities but also promotes critical thinking and language development.
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The dictogloss technique has been implemented to enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaboration among learners, allowing them to reconstruct spoken texts effectively By focusing on key elements of listening and comprehension, students can improve their ability to understand and retain information The application of dictogloss not only fosters better listening skills but also promotes critical thinking and teamwork, leading to a more effective learning experience Overall, utilizing the dictogloss technique significantly boosts the listening comprehension capabilities of 8th-form students.
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The dictogloss technique has been shown to significantly enhance the listening comprehension skills of 8th-grade students By engaging students in collaborative learning, this method encourages active participation and critical thinking Through repeated listening and reconstruction of texts, students improve their ability to understand and retain information This approach not only boosts comprehension but also fosters communication skills among peers, making it an effective instructional strategy in language education Implementing dictogloss in the classroom can lead to measurable improvements in students' listening abilities.
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The Dictogloss technique has been shown to significantly enhance the listening comprehension skills of 8th-grade students This method encourages active engagement and collaboration among learners, allowing them to reconstruct spoken texts through cooperative learning By utilizing Dictogloss, students not only improve their listening abilities but also develop critical thinking and language skills Implementing this technique in the classroom can lead to more effective learning outcomes and a deeper understanding of the material.
Appendix I INTERVIEW QUESTIONS AND SOME KEY ANSWERS
Date: 30 th July 2014 S: student I: interviewer
I: Why do you learn listening? Is it important in learning?
- S: yes, I think listening is important because it helps me a lot in improving my pronunciation