(LUẬN văn THẠC sĩ) effectiveness of teaching grammar with the use of dictogloss for students of k37a maths class, at hanoi college of education an action research

Rationale

Grammar has historically been a cornerstone of English Language Teaching (ELT), often overshadowing the development of speaking and listening skills Initially regarded as "the center of language pedagogy," teachers were urged to focus heavily on grammar instruction (Nassaji & Fotos, 2011) Consequently, students were primarily subjected to isolated grammar lessons, leading to a sense of demotivation and disengagement in traditional classroom settings.

In the 1970s, the emergence of Communicative Language Teaching (CLT) led to a reduced emphasis on grammar instruction in language classes, despite its recognized importance in mastering a language (Penny Ur, 1991) Many educators shifted their focus towards enhancing students' speaking and listening skills However, this neglect of grammar instruction can hinder English learners' ability to achieve accuracy in their language production (Francis J Noonan III, 2004).

Teaching grammar has become a daunting task for many educators, while students often view grammar learning as burdensome This issue is evident at Hanoi College of Education (HCE), where non-English major students struggle with grammatical competence despite prolonged instruction They frequently have difficulty constructing correct sentences and show a lack of interest in traditional grammar lessons However, researchers emphasize the critical importance of grammar, asserting that without a solid understanding, learners' language development is significantly hindered (Hedge, 2000) Language experts universally recognize the necessity of enhancing learners' grammatical skills for effective communication.

This action research examines the effectiveness of using dictogloss as a method for teaching grammar to K37A Maths students at Hanoi College of Education The study aims to enhance students' grammatical understanding and application through interactive learning By integrating dictogloss into the curriculum, the research seeks to identify improvements in students' language skills and overall academic performance The findings will contribute valuable insights into innovative teaching strategies in grammar instruction.

Grammar accuracy is essential for non-English major students at HCE, as highlighted by Dickins and Woods (1988, cited in Storch, 2001) Consequently, the curriculum emphasizes grammar, and assessments for these students predominantly consist of grammar-related items.

A recent study highlights the necessity for a teaching technique that effectively addresses two significant challenges faced by students: inadequate grammatical competence and a lack of motivation to learn grammar.

Teaching grammar effectively in a communicative and engaging manner is a key concern for practitioners in Teaching English as a Foreign Language (TEFL) Despite various efforts to enhance grammar instruction, there remains a need for innovative methods that allow learners to practice grammar through a blend of meaning and form, making the learning process more meaningful One promising technique, known as Dictogloss, has emerged as an alternative approach to teaching grammar, offering new opportunities for student engagement and understanding.

The research titled "Effectiveness of " is inspired by the observation that the textbook "New English File – Pre-Intermediate" emphasizes grammar as the foundation for other language components According to Ellis (2003), focusing on the form of language enhances communication skills, making this approach suitable for the English course at the Non-English Major Division of HCE.

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 empirically evaluates the effectiveness of teaching grammar in the K37A Maths class through the Dictogloss technique, focusing on students' improvement in grammatical competence and motivation for learning grammar Based on the findings, the study aims to provide pedagogical recommendations to enhance the effective use of this technique in English as a Foreign Language (EFL) classrooms.

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 exclusively on select files from the New English File pre-intermediate series, beginning with file 7C File 9B has been excluded due to its unsuitability for dictogloss activities, as detailed in the timetable on page 47, and its overall complexity.

The effectiveness of teaching grammar through Dictogloss is assessed based on improvements in students' grammatical competence and their attitudes towards learning grammar All measurements, except for interviews, are conducted in written form, as the researcher does not have the opportunity to evaluate 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 absence of research focused on its effectiveness in the context of grammar instruction in Vietnam This thesis aims to fill that gap, contributing to the theory of English Language Teaching (ELT) by investigating the use of dictogloss in English as a Foreign Language (EFL) classrooms.

This action research explores the effectiveness of using dictogloss as a method for teaching grammar to K37A Maths class students at Hanoi College of Education The study aims to assess how dictogloss can enhance grammar learning outcomes and improve students' understanding of grammatical structures By implementing this innovative teaching strategy, the research seeks to provide valuable insights into its impact on students' language proficiency and overall academic performance.

This study aims to offer an innovative approach for teachers by implementing dictogloss as a method to engage students in active and collaborative grammar lessons The goal is to enhance students' grammar acquisition and improve their grammatical competence, while also fostering a positive attitude towards 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

LITERATURE REVIEW

Theoretical background

Grammar is defined as the set of rules that dictate how words and phrases are organized to create correct sentences in a 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 linguistic units, including phrases like "a handsome boy," individual words such as the past simple form of "go," which is "went," and minimal components like affixes Grammar encompasses both structure and meaning, with rules governing aspects like past tense, pluralization, and comparison representing structural elements, while grammatical meaning arises from these structures.

Grammatical competence, as defined by Canale and Swain, is a key component of communicative competence, encompassing the ability to recognize and effectively use the unique grammatical structures of a language in communication According to Carol J Orwig, this competence extends beyond mere knowledge of grammar; it requires learners to apply their understanding in real-life situations The goal is to develop the knowledge and skills necessary for producing grammatically correct expressions in communication.

This action research explores the effectiveness of teaching grammar through the dictogloss method for students in the K37A Maths class at Hanoi College of Education The study aims to assess how this innovative approach can enhance grammar learning outcomes and improve student engagement in the subject By implementing dictogloss, the research seeks to provide insights into its impact on students' grammatical proficiency and overall academic performance.

& Weed, 2010) It acts to promote accuracy and fluency in second language production (Gao, 2001)

1.1.1.2 Changing views of grammar Instruction

Grammar teaching has evolved significantly over time, influenced by various theoretical and empirical advancements Nassaji and Fotos (2011) categorize these developments into three main approaches: traditional grammar-based methods, communication-focused strategies, and contemporary approaches that have emerged recently.

For many years, language teaching has been synonymous with grammar instruction, under the belief that mastering grammar rules was sufficient for language acquisition Traditional approaches, such as the Grammar Translation Method and other structure-based methods, share the assumption that the primary challenge in learning a language is understanding its structures However, these methods often present grammar in a deductive and linear manner, leading to excessive focus on the mother tongue and rules, which limits opportunities for learners to practice the target language Consequently, this instructional approach fails to meet the communicative needs of second language learners.

The understanding of language has evolved from a strict focus on grammar to an emphasis on meaning and practical use in communicative contexts (Nassaji & Fotos, 2011) With the advent of communicative language teaching in the 1970s, traditional grammar instruction became less favored, as it was perceived as outdated and ineffective for developing communicative competence Researchers argued that grammar teaching did not significantly enhance learners' ability to communicate in real-life situations (Widdowson, 1978) Instead, the goal of language learning shifted towards acquiring communicative competence rather than merely mastering grammatical rules (Krashen, 1981).

2011), it ought to be eliminated from second language classrooms

Recent research in language teaching has highlighted the limitations of approaches that prioritize meaning over grammatical forms, as demonstrated by studies from Harley & Swain (1984), Lapkin et al (1991), and Swain (1985) (cited in Nassaji & Fotos, 2011) This shift towards communicative methods has led many L2 teachers and educators to react negatively to grammar instruction, often attributing students' struggles to excessive explicit grammar teaching.

Recently-developed approaches – Communicative focus on form

Recent research highlights the importance of form-focused instruction (FonF) in language learning, emphasizing that grammar instruction should occur within communicative contexts This approach has gained substantial support in the field, underscoring its effectiveness in enhancing language acquisition.

Recent studies in second language acquisition emphasize the importance of grammar instruction in language classrooms Many researchers, including Sharwood Smith (1993), argue against the notion that language can be effectively learned with minimal awareness of grammar, highlighting the theoretical issues with this claim Furthermore, recent findings indicate that structured language learning significantly influences second language acquisition outcomes.

FonF, introduced by Long in 1991, refers to the strategy of explicitly highlighting linguistic elements as they naturally occur during lessons primarily centered on meaning and communication.

The effectiveness of teaching grammar through the dictogloss method for K37A Maths students at Hanoi College of Education has been examined in an action research study This approach aims to enhance grammar comprehension and retention among students, utilizing collaborative learning techniques The findings suggest that dictogloss not only improves grammatical accuracy but also fosters engagement and communication skills in the classroom Consequently, this method proves to be a valuable tool in grammar instruction, promoting a deeper understanding of language mechanics among learners.

FonF, or Focus on Form, emphasizes learners' attention to specific linguistic structures within meaningful communication, integrating grammar with communication in second language teaching (Nassaji & Fotos, 2011) Conversely, FonFs represents a traditional approach that views language as a series of grammatical forms to be learned sequentially This distinction highlights the evolution of communicative approaches in language education.

In light of recent trends, numerous educators and 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 communication to enhance communicative competence Additionally, various authors, including Ellis (1995), have created frameworks for grammar instruction that prioritize the integration of grammar focus within meaningful communication contexts.

Nunan (1989) defines a task as classroom work that engages learners in understanding and using the target language with a focus on meaning rather than form Traditional task-based approaches, while rooted in Communicative Language Teaching (CLT), often neglect grammar (Hossein Nassaji and Sandra Fotos, 2011) However, a solely meaning-focused approach can be problematic in foreign language contexts where real-life language needs are limited Skehan (1996) emphasizes the necessity of incorporating grammar in task-based instruction, arguing that learners do not simply acquire language through exposure alone Therefore, when designing tasks, it is essential to address both communication and language forms Skehan proposes three goals for task-based pedagogy: accuracy, complexity, and fluency, highlighting the teacher's role in maintaining a balance among these elements.

Educational institutions and teachers recognize the significance of teaching English grammar to meet both individual and societal expectations To enhance learning outcomes, they continually seek more effective teaching methods, 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.”

Previous studies

Dictogloss, originally introduced by Wajnryb in 1990 as an alternative grammar teaching method, has been studied for its effectiveness across various language teaching fields, including listening, writing, and translation.

This article explores the effectiveness of using dictogloss as a method for teaching grammar to students in the K37A Maths class at Hanoi College of Education Through an action research approach, the study highlights the benefits of dictogloss in enhancing students' grammatical understanding and application The findings suggest that this innovative teaching strategy can significantly improve students' engagement and learning outcomes in grammar.

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 explored children's attitudes towards dictogloss through a two-day experimental research involving 78 students from three primary schools The findings indicated a general trend of positive attitudes, although some students 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 texts and tasks assigned, with lower proficiency students struggling to make progress Given the short duration of the study, it is understandable that young learners found the tasks challenging and less engaging The research suggests that further classroom studies are needed to help teachers adapt the focus on form (FonF) approach to their specific classes, recommending modifications to the texts used in the study to ensure they are less information-dense yet rich in target structure recurrences.

Christopher Harwood (2008) conducted experimental research on dictogloss, involving control and experimental groups Data collection included colleague observations and post-lesson questionnaires assessing enjoyment, difficulty, and usefulness across four procedural stages The use of established resources was justified, as dictogloss was new to the researcher Overall, the experiment yielded positive results, with students finding dictogloss both useful and enjoyable, despite challenges in simultaneous listening and writing All groups successfully identified and corrected lexis and grammar; however, Harwood did not clearly differentiate the results between 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 student attitudes The study involves 116 participants divided into three groups: Group A engages in traditional textbook exercises, Group B combines these exercises with dictogloss tasks in pairs, and Group C incorporates dictogloss tasks in small groups Data collection includes a Likert scale questionnaire, a pre-test, and a post-test Findings reveal that Group C, which utilized small-group dictogloss tasks, showed the most significant short-term improvement on weekly post-dictogloss tests, while Group B demonstrated the most enduring gains on the post-test, slightly outperforming the control group Additionally, participants in 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 Participants were randomly assigned to two instructional groups based on placement test results Data were collected through a 40-item test on English tenses, serving as both a pre-test and post-test The results indicated no significant differences in effectiveness between the two instructional methods, suggesting that both are viable for teaching grammatical forms The research was methodologically sound, with careful selection of participants from a larger pool and controlled variables, although the reason for selecting only female participants was not addressed.

The effectiveness of teaching grammar through the dictogloss method for K37A Maths students at Hanoi College of Education has been explored in this action research This study highlights how dictogloss can enhance grammar acquisition, fostering better understanding and retention among students By integrating this innovative teaching strategy, educators can improve student engagement and learning outcomes in grammar instruction.

Using the same test for both pre-test and post-test can compromise the reliability of results, as participants may recall answers from the pre-test or discuss them with friends, leading to potential bias in the post-test outcomes.

The research conducted by Amy J Hornby Uribe (2010) at a public high school investigates the effectiveness of the Dictogloss method in teaching demonstrative adjectives and the imperfect tense to 56 students across three treatment groups Group 1 engaged in a traditional Dictogloss followed by a self-reflection activity, Group 2 utilized written texts during the initial reading, and Group 3 participated in both written text and a class discussion Utilizing surveys, interviews, and various tests, the study found improvements in grammar noticing and learning within groups; however, no significant differences emerged between them This suggests that the inclusion of written texts and class discussions did not enhance grammar acquisition, and the low scores among many participants indicate that Dictogloss may not be an effective standalone method for teaching target grammar.

Kanmani a/p Gopal (2012) explores the impact of Dictogloss as a language task on enhancing students' grammatical competence, particularly in understanding the simple past tense Conducted over 12 weeks with 30 Year Five students divided into a control group (traditional teaching) and an experimental group (Dictogloss), the quasi-experimental study reveals that the experimental group significantly outperformed the control group in both pretest and posttest assessments Additionally, positive attitudes towards Dictogloss were confirmed through questionnaire analysis This study offers valuable insights for language teachers on effectively implementing Dictogloss at the primary level and supports its theoretical foundation in language teaching However, the research questions may need reevaluation due to their predictable yes/no format.

“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 question comparing the effectiveness of traditional grammar teaching methods versus the dictogloss technique in grammar acquisition is flawed and may not yield successful insights.

Alireza Akbari (2012) supports Kanmani's findings on the effectiveness of the dictogloss method in enhancing the grammatical competence of EFL learners through an 11-week experimental study involving 60 intermediate students aged 14-16 at Puyesh Language Institute Utilizing a pre-test post-test control group design and the reliable TOEFL Barron test, the research aimed to ensure both groups had similar proficiency levels However, the author does not clarify how participants were selected from a mixed-level pool The results indicate significant improvements in the experimental group's grammatical skills, highlighting dictogloss as a valuable tool for promoting productive grammar use in text creation and meaningful communication This study underscores 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

This article explores the effectiveness of using dictogloss as a teaching method for grammar in the K37A Maths class at Hanoi College of Education Through action research, it evaluates how dictogloss enhances students' grammatical understanding and application The findings suggest that this innovative approach significantly improves learning outcomes, making it a valuable tool for educators in mathematics instruction.

Grammar instruction through dictation activities, particularly dictogloss (DG), has been shown to effectively enhance grammar skills and motivation among EFL learners Research by Gholam-Reza Abbasian (2012) and colleagues compares process-oriented instruction (PI) with DG-oriented methods, revealing that DG-based grammar teaching significantly benefits both grammar acquisition and learner motivation.

Huyen Trang (2013) explored 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 study revealed that dictogloss not only improved students' listening comprehension but also positively affected their attitudes toward listening lessons While enhancements in listening comprehension may be considered secondary benefits of the method (Vasiljevic, 2010), this research significantly contributes to understanding the effects of dictogloss in English Language Teaching (ELT) The study is well-structured, effectively addressing all research questions.

METHODOLOGY

Definition of action research *

Action research has long been advocated by numerous scholars, primarily within educational environments This process involves educators critically analyzing their teaching methods through the application of action research techniques, as noted by Watts (1985:118).

Action research, as defined by Nunan (1992), is a problem-focused approach that prioritizes finding solutions in specific teaching situations, encouraging educators to adapt existing ideas within their environments Described as a "solution-oriented investigation" by Kemmis and McTaggart (1982), it involves collaboration among educators to address real classroom challenges and enhance student achievement Eileen Ferrance (2000) emphasizes that action research enables practitioners to tackle relevant concerns and implement meaningful changes, rather than focusing solely on theoretical issues.

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 settings This approach allows educators to test specific hypotheses on their students and within 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 partnership between educators and researchers, where a group of teachers works together to find solutions to problems According to Wisker, this collaboration allows for shared goals, practices, strategies, and findings throughout each stage of the research process.

Action research is designed to facilitate change by connecting action and research, as emphasized by Kemmis & McTaggart (1982) This method involves implementing ideas in practice to enhance knowledge and improve curriculum, teaching, and learning Researchers test innovations with students, assess their impact, and seek solutions to address challenges, ultimately fostering progress in educational settings.

Rationale for choosing action research

Action research is increasingly important in language education, as highlighted by Nunan (1992) Many advanced degree programs, including MAs, MPhils, and PhDs, are utilizing action research strategies or are entirely based on this approach (Wisker, 2001) This method is considered practical because it focuses on practice and circumvents the challenges associated with implementation.

Action research is essential for teachers facing specific classroom challenges, as it enables them to address issues directly impacting their teaching effectiveness (Cohen & Manion, 1980) After observing my students, I identified a significant weakness in their grammatical competence, indicating a need for immediate intervention This research approach not only aids teachers in critically assessing and improving their classroom situations but also fosters pedagogical development, ultimately benefiting both educators and students (Wisker, 2001; Gibbs, 1995).

This action research investigates the effectiveness of using dictogloss as a method for teaching grammar to K37A mathematics students at Hanoi College of Education The study aims to enhance grammar acquisition through collaborative learning, where students listen to a text, reconstruct it in groups, and engage in meaningful discussions Results indicate that dictogloss significantly improves students' grammatical understanding and retention, fostering a more interactive and supportive learning environment The findings suggest that integrating dictogloss in grammar instruction can lead to better educational outcomes for mathematics students.

Process of action research

Action research is defined by a series of spiraling cycles that encompass problem identification, systematic data collection, reflection, analysis, and data-driven actions, ultimately leading to problem redefinition (Kemmis & McTaggart, 1982).

On the basis of that, the author of this paper conducts her action research entitled

This article examines the effectiveness of using Dictogloss to teach grammar to K37A Maths students at Hanoi College of Education over a 12-week action research period during the second semester of the 2012-2013 academic year The research commenced in week 1, following the third lesson, while the initial two lessons served as a pre-research phase where the researcher engaged with participants to identify the primary issues.

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 students Prior to the research phase, the researcher had the opportunity to engage with the students in class, allowing for a comprehensive understanding of the situation The two-week period, including a course entry test, provided sufficient time to assess the challenges present in the classroom.

(2) Collecting data (initial data) (research week 1)

In this phase, the researcher administers a grammar pre-test to the students to validate the previously identified issues Following the pre-test, students complete a pre-questionnaire After the lesson, a selection of students is chosen for in-depth interviews The purpose of these three tools is to uncover the students' actual grammar challenges, the teaching methods they have previously experienced, and their attitudes toward those lessons.

(Adopted and adapted from McBride & Sckotak, 1989)

(3) Analyzing data and generating hypotheses (research week 1)

Following the initial week of research, the investigator takes a month-long break due to a participant field trip Upon analyzing the preliminary data, the researcher concludes that grammar poses a significant challenge for the students and suggests that the teaching method employed in the previous semester may not align with the students' proficiency and interests Consequently, a hypothesis is established.

Applying dictogloss which can be more appropriate for the students’ level would raise the students’ interest and grammatical competence

The effectiveness of teaching grammar through the dictogloss method for students in the K37A Maths class at Hanoi College of Education has been explored in this action research This approach aims to enhance students' grammatical understanding and application, demonstrating significant improvements in their learning outcomes By integrating dictogloss, educators can foster a more interactive and engaging learning environment, ultimately benefiting students' overall academic performance in grammar.

During the students' field trip, an action plan was created to address the identified issues, introducing a new approach to teaching grammar.

Dictogloss is a complex and innovative teaching method that requires careful preparation of skills and materials, including effective note-taking techniques To ensure a smooth implementation, educators should select appropriate texts from the New English File – Pre-Intermediate, considering factors like speed, length, topic, and complexity Additionally, a training session was conducted to enhance students' familiarity with both note-taking and the dictogloss approach.

Note-taking is essential for retaining and recalling information, yet it can be a challenging skill to master Recognizing the lack of training in previous semesters, students received an initial training session on the dictogloss task the week following a field trip This session included simple activities designed to enhance note-taking abilities, equipping participants with the necessary skills for the upcoming research period.

The training session, spanning two class periods (90 minutes), 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 designed to be simple yet relevant to the lessons, avoiding the complexity often found in materials from the textbook "Contemporary Topics." The dictogloss tasks required learners to jot down key words, enabling them to reconstruct texts, thus emphasizing the development of fundamental note-taking skills.

The training period began with an introduction to note-taking, allowing participants to practice with three short sentences to familiarize themselves with the technique Afterward, two students were selected to share their notes, during which the researcher identified and emphasized words that could be replaced with symbols or abbreviations Ultimately, she provided a standardized system of common symbols and abbreviations for use throughout the research period, which was mutually agreed upon by both the teacher and the learners.

The lesson focused on introducing dictogloss, incorporating the author's suggested steps, and allowing students to practice a dictogloss task that emphasized note-taking skills During this exercise, students engaged with a simple text read at a slow pace, aiming to familiarize them with the dictogloss process 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.

When selecting materials for listening tasks, it is crucial to ensure they are authentic, appropriately paced, and complex enough to challenge learners The materials should progress from simple, familiar topics to more complex subjects, while also aligning with the lessons and target grammar Due to time constraints and the challenge of finding perfect texts, some listening excerpts are sourced from the "New English File Pre-Intermediate" textbook, while others are selected externally Each recording is kept to two or three minutes to allow sufficient time for reconstruction and feedback within the same lesson If new vocabulary appears in the text, it should be introduced prior to the dictogloss task to facilitate comprehension and ensure students can successfully complete the activity within the allotted time.

The dictogloss method will focus on the grammatical points outlined in the "New English File Pre-Intermediate" textbook, published by Oxford This book has been selected as the primary resource for non-major English classes at HCE Its structured approach, with each unit centered around a specific grammatical point, effectively supports dictogloss tasks by integrating listening and speaking skills.

This study investigates the effectiveness of using dictogloss as a method for teaching grammar to students in the K37A Maths class at Hanoi College of Education Through action research, the findings aim to demonstrate how dictogloss can enhance grammar learning and improve students' overall language skills The research highlights the positive impact of interactive and collaborative learning techniques in the classroom setting.

Participants of the study

Twenty-eight second-year Maths students at HCE participated in the research, where the author, also their instructor, had prior contact with them This familiarity likely enhanced the understanding of the participants Prior to the research, the researcher engaged with the students for two weeks Throughout the 15-week second semester of the 2012-2013 academic year, these students utilized the textbook "New English File – Pre-intermediate."

The target population for this study consists of students who have completed English 1 and 2, making them familiar with the course material and structure As they progress to a pre-intermediate level, these participants are expected to develop listening skills and grasp grammatical concepts However, the listening exercises primarily consist of true/false and multiple-choice questions, which do not foster note-taking abilities Additionally, their grammar test results from the entry assessment indicate that there is still significant room for improvement.

This action research explores the effectiveness of teaching grammar using the dictogloss method for K37A Maths students at Hanoi College of Education By implementing dictogloss, the study aims to enhance students' grammatical understanding and application in a mathematics context The findings suggest that this innovative approach significantly improves grammar retention and student engagement, ultimately contributing to better academic performance in mathematics.

The research involved only two teachers from the Faculty of English, allowing for more in-depth interviews and intensive recommendations Each teacher attended a dictogloss lesson prepared by the researcher, followed by observations and feedback on the lesson, which contributed to the overall insights gathered.

Both educators hold Master’s degrees and possess extensive experience in teaching English One serves as the head of the Division of Non-Major English, while the other is a lecturer with seven years of experience using textbooks and engaging with students at HCE The latter has notably inspired the researcher through her effective use of the dictogloss technique in grammar classes, indicating her strong understanding of this method.

Data Collection Instruments

The research conducted over 12 weeks during 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), questionnaires (pre and post), 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 essential for addressing the research questions of this study, particularly in relation to the dictogloss technique Understanding the course book is crucial for both teachers and students to grasp the material effectively Therefore, the researcher must examine all components of the textbook, including the listening texts, through the lens of the dictogloss technique to evaluate its applicability in teaching.

2.3.1.2 Description of qualitative analysis of “New English file – Pre- intermediate”

In the thesis, the author conducted a thorough analysis of the course book "New English File – Pre-intermediate" to assess its alignment with the dictogloss technique's requirements This evaluation focused on key elements such as grammar, listening, and speaking skills Following this analysis, the researcher developed additional data collection instruments tailored to the findings, ensuring a comprehensive approach to the study.

2.3.2 Class observation 2.3.2.1 Reasons for choosing class observation

Throughout the research period, observations provide valuable insights into participants' performance on grammar tasks and the overall classroom atmosphere during grammar lessons These firsthand data are crucial for assessing students' responses to dictogloss activities, allowing the researcher to evaluate the effectiveness and appropriateness of the activities for the students' level This information enables 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

This action research examines the effectiveness of using dictogloss as a method for teaching grammar to K37A maths students at Hanoi College of Education The study aims to assess how this innovative approach enhances students' understanding and application of grammatical concepts, ultimately improving their overall language skills By integrating dictogloss into the curriculum, the research seeks to provide valuable insights into effective grammar instruction in a mathematics context.

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

2.3.3 Tests 2.3.3.1 Reasons for choosing tests

Tests serve as valuable instruments for demonstrating the effectiveness of dictogloss To evaluate students' grammatical competence, three distinct English tests have been created for assessment before and after the treatment.

On the first day of each course, an entry test is administered to evaluate the incoming students' proficiency levels, enabling the teacher to gauge the current learning landscape and tailor instructional methods accordingly for the duration 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 suggested by the non-English Division at HCE, encompassing a wide range of grammatical elements from the targeted 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, which took place at the end of the treatment The post-test aimed to assess learners' achievements following the intervention, allowing for an evaluation of the overall treatment effectiveness and highlighting the differences between the pretest and post-test results.

To guarantee reliability and validity, both the pre-test and post-test are designed with identical structures, test items, target grammar, and difficulty levels Each test encompasses all grammatical components outlined in the target files and consists of 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 reliability of the New English File workbook (pre-intermediate) by Clive Oxeden et al was assessed by invited MA teachers to analyze the differences between two test results Utilizing two distinct tests helps mitigate the risk of students recalling answers from the pre-test.

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, allowing them to capture essential keywords and phrases This approach enables them to check their understanding of the overall content and effectively complete their notes.

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

This article explores the effectiveness of using the dictogloss method to teach grammar to K37A Maths students at Hanoi College of Education Through action research, it aims to assess how dictogloss can enhance grammar learning outcomes The study highlights the positive impact of this technique on student engagement and comprehension, suggesting that innovative teaching methods can significantly improve grammar instruction in mathematics education.

2.4.2 Variations of dictogloss in class

The researcher primarily followed the standard procedure throughout the study, but to maintain student engagement and cater to the specific characteristics of the targeted grammatical points and topics, alternative variations of dictogloss were implemented during weeks 5, 6, 7, 8, and 10.

 Research week 5: Student-Controlled Dictation

 Research week 8: Scrambled Sentence Dictogloss

FINDINGS AND DISCUSSION

Initial data

The entry test results indicate that students exhibit poor grammatical competence, prompting the researcher to take practical actions based on this concerning trend.

The outcomes of the entry test were categorized into four groups as follows:

Under 5 Mark 5 - 6.9 Mark 7 - 7.9 Mark 8 - 8.9 Mark 9 - 10

Figure 2: Students' results of the entry test

The pie chart illustrates the results of students in the entry test, revealing that 46.4% scored between 5 and 6.9, while only over 10% achieved excellent marks (9-10), with the highest score of 9.5 attained by just one student Although 28.6% of students scored between 7 and 8.9, those scoring 7 significantly outnumbered those scoring 8 Overall, the results indicate that students are underperforming in English 3, demonstrating a basic understanding of grammar and the ability to select correct answers in multiple-choice questions However, they struggle to apply their knowledge in constructing sentences or short paragraphs, particularly when faced with more complex tasks like correcting mistakes and building complete sentences.

The disparity in student abilities presents both challenges and opportunities for researchers While some students excel, others struggle, necessitating a tailored approach to meet diverse learning needs In dictogloss activities, the researcher can leverage the strengths of high-performing students to assist their peers, fostering a collaborative learning environment that benefits all participants.

3.1.2 Analysis of Text book “New English Files – Pre-intermediate”

Analyzing the target book is crucial for validating the effectiveness of the dictogloss technique In this thesis, specific files from the textbook were selected, focusing on files 7C to 9A, while file 9B was excluded due to its complexity and lack of engagement for the dictogloss application Each research week highlights key grammatical points to be taught.

This action research explores the effectiveness of using dictogloss as a method for teaching grammar to K37A math students at Hanoi College of Education The study aims to enhance students' grammatical skills through interactive and collaborative learning techniques, demonstrating the positive impact of dictogloss on student engagement and understanding By analyzing the outcomes, the research highlights the benefits of integrating innovative teaching strategies in grammar instruction within the mathematics curriculum.

Table 2: Target grammatical points to be taught

The textbook files are organized into key components: grammar, vocabulary, listening, reading, speaking, and pronunciation, with grammar being the focal point, especially in listening and speaking activities This emphasis on grammatical structures makes the texts ideal for dictogloss exercises However, the lengthy conversational listening texts can hinder students' note-taking abilities, making dictogloss challenging Consequently, it is essential for the researcher to revise and condense these texts prior to presenting them to the students.

The textbook includes generally familiar and engaging topics, with some challenging and uninteresting ones removed by the researcher To enhance the effectiveness of dictogloss in the course, data on student interest in seven target topics was gathered through a pre-questionnaire, as illustrated in the chart below.

Table 3: Students’ evaluation on topics

The table illustrates students' assessments of seven topics, revealing a predominantly positive response, with "interesting" and "very interesting" ratings surpassing "boring" and "very boring." This enthusiasm is crucial, as heightened interest can lead to increased student engagement in classroom activities.

3.1.3 Data from the Pre-test

After two weeks of regular classes, the researcher administered a pre-test, a pre-questionnaire, and conducted interviews during the third lesson to accurately identify the underlying issues faced by the students.

The results of the pre-test are classified into five levels of performance as follows: Weak (Under mark 5); Average (Mark 5 – 6.9); Fair (Mark 7 – 7.9); Good (Mark 8

- 8.9); and Excellent (mark 9 – 10) First, let‟s look at the results from the pre-test

The chart (see figure 3) provides information on the students‟ results of the pre-test

Nearly 50% of students scored between 5 and 6.9, with 21.4% classified as weak Only 10.7%, 14.3%, and 7.2% of students achieved fair, good, and excellent marks, respectively Overall, 67.8% of students demonstrated relatively low grammatical competence.

This article explores the effectiveness of using the dictogloss technique to teach grammar to K37A Maths students at Hanoi College of Education Through action research, the study assesses how dictogloss enhances students' grammatical understanding and overall language skills The findings indicate that this method not only improves grammar retention but also fosters collaborative learning among students, making it a valuable instructional strategy in the educational context.

Figure 3: Students’ results of the pre-test

The findings from the entry test reveal that participants excelled in multiple-choice questions but demonstrated weaknesses in other tasks, particularly in exercises 3, 4, and 5 The table below illustrates their performance across various tasks in the pre-test.

Tasks score 80-100% correct 50-79% correct Under 50% correct

Table 4: Comparison the students’ performance in pre-test tasks

The data indicates that in task 1, the majority of students achieved high scores, with ten students attaining the maximum score, and no one scoring below 50% In task 2, 42.8% of students received good marks, while 53.6% earned fair marks However, the performance declined in the subsequent three tasks, with the lowest marks significantly higher at 60.7%, 67.8%, and 39.3%, respectively Overall, only a small number of very good students managed to excel across all tasks.

In the final four exercises, students must go beyond simply circling correct answers, requiring a deeper understanding of grammar The second task involves identifying and correcting mistakes, which many students find challenging; while some can pinpoint errors, they struggle to correct them The third task is even more complex, as it requires participants to recognize the necessary grammar for each sentence and construct complete, meaningful sentences Although some students can identify the target structures, not all can recall them effectively For instance, in the sentence “I / not be / safe / enough / walk here at night,” students may produce various incorrect responses.

 I am not safe enough walking at night

 I am not enough safe to walk at night

 I am not enough safe walk at night

Task 4 is a little bit more challenging This is also the task which students omit the second most, just after the last task With just a few suggested word for each sentence, students have to relate it to the correct structure Therefore, nearly ten students hardly finish all the questions of this exercise

Post data

Teachers were invited to observe two lessons and provide feedback immediately afterward Following the lessons, a 20-minute personal interview was conducted to discuss their comments and recommendations.

Data from the first teacher (attending file 7C)

Dictogloss is an intriguing yet relatively new teaching method that the author has recently encountered She notes that it may pose challenges for students who are not majoring in English, as they could struggle with listening comprehension and note-taking in English.

During the dictation stage, it is essential for the teacher to allow students to listen for main ideas during the second listening In the final listening, pausing after one or two sentences helps students keep pace with the text The teacher should simplify the listening material, which is presented as a conversation, into a shorter text to aid note-taking Additionally, prior to dictation, students should be exposed to native-accented voices.

Data from the second teacher (attending file 7D)

The second teacher concurs with the first, highlighting that while dictogloss can be an effective grammar teaching technique, it requires time to implement She emphasizes that it fosters teamwork when the teacher effectively organizes and manages groups However, in her observed class, one group exhibited a dominance of stronger members over weaker ones, leading to an imbalance in task performance She offers recommendations for lesson file 7D to address these issues.

 After learning the target grammar from the text, finally, each group will present their inventions again This will give them the chance to practice speaking

To enhance classroom focus and allow for thorough evaluation, the teacher should select one or two reconstruction works at random for analysis during class discussions This approach not only streamlines the learning process but also provides the teacher with ample time to assess each work effectively.

This article explores the effectiveness of using the dictogloss technique to teach grammar to students in the K37A math class at Hanoi College of Education The research focuses on action-based strategies to enhance grammar instruction, aiming to improve student engagement and understanding Through this method, students are encouraged to collaborate and reconstruct sentences, fostering a deeper grasp of grammatical structures The findings suggest that dictogloss not only aids in grammar acquisition but also promotes active learning and critical thinking among students.

3.2.2 Data from the Post-test

Like the pre-test, post-test‟s results are also divided into five levels of performance as follows: Weak (Under mark 5); Average (Mark 5 – 6.9); Fair (Mark 7 – 7.9); Good (Mark 8 - 8.9); and Excellent (mark 9 – 10)

Weak Average Fair Good Excellent

Figure 5: The results of the post-test

Approximately 40% of students achieve average marks, maintaining the highest percentage, while 25% of students receive fair marks Weak marks represent the lowest rate at 7.1%, but the presence of a significant proportion of excellent marks is a promising indication of overall academic performance.

To assess the improvement in students' grammatical competence, the pre-test and post-test results were analyzed, converted into percentages, and presented in a bar chart for clear comparison.

It can be seen from the chart (see figure 6) that there is a remarkable change in the results of the pre-test and the post-test

Recent trends indicate a significant decline in the percentage of weak, average, and good marks, while fair and excellent marks have seen a substantial increase Notably, the proportion of students receiving weak marks has sharply decreased from 21% to 7%, accompanied by a 7.1% drop in average marks This positive shift reflects an improvement in students' grammatical competence In the post-test results, only one weak student maintained her score across both tests, while the rest experienced slight increases in their marks.

Figure 6: Comparison of pre-test’s and post-test’s results

Despite a slight decrease of less than 4% in the percentage of good scores, there has been a notable increase of 10.7% in the number of students achieving marks of 9-10 This data indicates that many previously good students improved their performance after the intervention, leading to a decline in the percentage of well-competent students Thus, the simultaneous drop in good marks and rise in excellent marks highlights a significant shift in student performance.

Specifically, look into the participants‟competence in different tasks in the post test

This action research investigates the effectiveness of using dictogloss as a method for teaching grammar to K37A math students at Hanoi College of Education The study aims to enhance students' understanding and application of grammar through this innovative approach By implementing dictogloss, the research seeks to improve both engagement and learning outcomes in grammar instruction for mathematics students The findings highlight the potential benefits of integrating dictogloss into grammar teaching strategies, ultimately contributing to more effective educational practices.

Table 7: Comparison the students’ performance in post-test tasks

The data indicates that students excel in multiple choice tasks, achieving over 80% correct answers, with 92.9% of the class performing well, while paragraph writing shows a significant decline, with only 21.4% success Notably, no student scored below 50% in the first two tasks The comparison chart will further demonstrate the improvement in scores following the treatment.

Pre-test Post-test under 50% 50-79% 80-100%

Figure 7: Comparison of students’ performance on task 1 in pre and post-test

Supposedly, under-50% correct mark is weak; 50-70% is fair; and 80-100% is good

In the multiple-choice exercise, students demonstrated consistent performance, with no significant differences observed between the pre-test and post-test results There was a 3.6% increase in the percentage of good marks, accompanied by a 3.6% decrease in fair marks, highlighting the notable disparity between weak and good scores.

Likewise, good and fair marks in task 2 (see figure 8) follows the same trend as task

1 The percentage of 50-70%-correct answers drops to 39.3%; weak marks drop from 3.6% to 0% in the post-test while good mark gains a drastic increase of approximately 18%

Figure 8: Comparison of students’ performance on task 2 in pre and post-test

In task 3, the significant reduction in poor marks from 60.7% to 28.6% and the increase in good scores by 14.3% indicate that more students are successfully developing the skills needed to complete this type of task.

In task 4, the percentage of students scoring in the lowest mark group on the post-test remains high at 39.3%, a significant decrease of 28.5% from 67.8% in the pre-test, indicating a positive trend Notably, there is an increase in the number of students achieving fair and good marks, rising from 17.9% to 25% and from 14.3% to 35.7%, respectively This improvement suggests that students are becoming more adept at performing this open task as they better understand the necessary grammar for each sentence and recall its usage and structures.

A summary of findings

In this chapter, the researcher analyzed data from the action research, focusing on the entry test results to identify existing problems This analysis was further supported by pre-test results, a pre-questionnaire, observations, and interviews Ultimately, the findings revealed that students in the K37A Maths class at HCE exhibited poor grammatical performance and a low interest in grammar, leading to the formulation of the study's hypothesis.

Implementing dictogloss would raise the students’ grammatical competence and motivation in learning English grammar

An action research project was conducted to evaluate the effectiveness of dictogloss in grammar lessons Data were collected through post-questionnaires, grammar tests, and interviews with teachers and students By comparing initial and post-intervention data, the study found that dictogloss improved both grammar performance and students' attitudes towards learning grammar.

This action research explores the effectiveness of using dictogloss as a method for teaching grammar to K37A Maths class students at Hanoi College of Education The study aims to assess how this technique can enhance students' understanding and application of grammatical concepts, ultimately improving their overall language skills By implementing dictogloss, the research seeks to provide insights into innovative teaching strategies that can foster better learning outcomes in grammar education.

This final chapter summarizes the study's conclusions and outlines its theoretical and practical implications It critically examines the limitations of the research and offers recommendations for future studies.

Conclusion

Many language educators believe that using dictogloss for teaching grammar is theoretically beneficial, yet it presents practical challenges In an action research study lasting 12 weeks, the researcher explored the impact of integrating this technique into English grammar lessons, aiming to enhance students' grammar learning outcomes and motivation.

The research indicates that students participating in a grammar course utilizing dictogloss show significant improvement in their grammatical competence The engaging activities inherent in the dictogloss method encourage students to actively explore grammar rules and their practical application, providing ample opportunities for language practice Students have begun to excel in exercises like rewriting and sentence construction, which they previously struggled with Group work enhances learning, allowing weaker students to benefit from their peers while stronger students take on leadership roles in task completion Despite challenges such as difficulties in note-taking and individual task execution, cooperative activities make grammar learning more enjoyable and less stressful, fostering intrinsic motivation among students.

While the findings of this paper may not be as persuasive as those from previous studies, they are significant given the study's scope and context The lack of research on student satisfaction with the dictogloss method in Vietnam highlights the importance of this area for the successful implementation of the technique This approach not only enhances learners' grammatical competence but also fosters their interest in grammar Therefore, EFL educators should recognize that dictogloss is a viable and effective method for teaching grammar through the design and execution of meaningful tasks.

Implications for teaching

This study focuses on the substantial effects of the dictogloss technique on students' grammatical competence and their interest in learning grammar The researcher aims to explore practical implications to improve grammar teaching effectiveness.

Dictogloss is recognized as a complex teaching technique that requires thorough understanding and preparation by teachers (Dunn, A, 1993) To effectively implement this method, educators must carefully study the techniques and ensure all materials are prepared in advance to avoid potential failures Additionally, incorporating games or videos can help alleviate boredom and stress during lessons Starting the lesson with a competitive game that offers prizes can also enhance engagement and motivation among students.

Incorporating dictoloss into lessons can be time-consuming if essential preparation skills, such as note-taking, listening, and group work, are overlooked These skills help alleviate student anxiety and confusion during task delivery It is advisable to gradually develop these skills in earlier courses Additionally, warm-up activities and vocabulary development are crucial for enabling students to grasp key concepts effectively.

This action research study explores the effectiveness of teaching grammar through the dictogloss method for K37A mathematics students at Hanoi College of Education The research aims to enhance students' grammatical skills and understanding by implementing an innovative teaching approach By utilizing dictogloss, which encourages collaborative learning and active participation, the study seeks to improve students' overall engagement and retention of grammatical concepts in a mathematics context The findings suggest that this method significantly benefits students' learning outcomes, making it a valuable tool for educators in grammar instruction.

To effectively help students acquire new vocabulary, it is essential to deliver the words with clear pronunciation and emphasis Repeating the words out loud multiple times allows students to internalize them naturally.

To enhance the effectiveness of action research, it is recommended to extend class hours from 45 to 50 minutes, as this allows researchers to have the necessary time for their activities Additionally, maintaining smaller class sizes enables teachers to better manage group dynamics and provides more opportunities for reviewing student work.

To enhance group work effectiveness, it's crucial to address students' varying levels of English proficiency, as some may lack confidence and hesitate to participate, while stronger students might dominate discussions Forming groups of no more than four students with mixed proficiency levels encourages collaboration and peer support, ensuring equal participation is assessed Teachers should closely monitor these groups to provide adequate attention to all learners When teaching grammar through dictogloss, whole-class or pair work may not be ideal, as it can lead to confusion with multiple reconstruction versions and disrupt classroom management Harmer (2001) emphasizes several factors teachers must consider when organizing students into groups to optimize learning outcomes.

When forming student pairs or groups, it is essential to prioritize friendship and familiarity, ensuring that friends work together This approach minimizes the risk of pairing students with individuals they may find challenging or uncomfortable, fostering a more positive and productive learning environment.

Streaming allows students to be grouped by ability, but a recommended approach is to create mixed-ability groups In these diverse groups, stronger students can help their less knowledgeable peers, enhancing their own understanding of the language while providing valuable support This collaborative learning environment benefits both stronger and weaker students, fostering growth and comprehension for all involved.

The class may be streamed based on student participation levels, leading to the formation of a group for those who engage less Consequently, these less active students will be unable to rely on their more vocal peers to carry the conversation.

Random grouping is an effective method for teachers to assign students to groups without considering their friendships, abilities, or participation levels This approach is straightforward and requires minimal preparation Various techniques can be employed, such as grouping students based on their seating arrangements or by using identifiers like numbers, colors, or letters.

Each grouping method offers unique advantages and disadvantages, making some more suitable for specific activities than others Teachers must carefully choose the most appropriate grouping strategy based on their students' needs and the characteristics of the lessons.

While dictogloss can receive positive feedback from students, it should not be overused throughout the course to avoid learner boredom It is best utilized as an alternative technique for teaching grammar The decision to incorporate dictogloss should consider the course characteristics, textbook content, available materials, and the specific needs of the students.

When selecting texts for students, it's essential to choose shorter passages that align with their vocabulary level The target grammatical features should be clearly highlighted through their repetition within the text Additionally, teachers should remind students to focus on these specific grammar points before listening, aiding in their ability to reconstruct the text effectively.

This action research explores the effectiveness of teaching grammar through the dictogloss method for students in the K37A Maths class at Hanoi College of Education The study aims to assess how this innovative approach enhances students' grammatical understanding and application By employing dictogloss, the research seeks to improve student engagement and facilitate better retention of grammatical structures, ultimately contributing to more effective language learning outcomes.

Limitations

Despite the researcher's diligent efforts in completing this thesis, it is important to acknowledge the study's limitations, particularly the small sample size, which consists of only twenty-eight students from the K37A Maths class at HCE.

The researcher's inexperience with the dictogloss technique may limit the study's outcomes, as this is her first encounter with this challenging and less popular method Despite the claim that authentic materials are readily available, she struggled to find sufficient resources that repeatedly addressed the target grammatical points within the limited time frame Consequently, she resorted to revising existing texts from textbooks and dictating them to the students.

Suggestions for further study

Future research should address the limitations identified in this study by involving a larger participant pool to enhance the reliability of results Additionally, further exploration is needed to fill existing gaps, such as conducting a comparative analysis of the effects of different dictogloss variations on students' grammatical competence, to determine the most effective approaches for specific learner types.

Researchers interested in dictogloss techniques should consider their benefits beyond grammatical competence, as these methods also enhance vocabulary, listening, speaking, and writing skills It is recommended to investigate how dictogloss can effectively serve as a teaching tool for these areas.

This action research study investigates the effectiveness of using dictogloss as a method for teaching grammar to K37A mathematics students at Hanoi College of Education The research aims to enhance students' grammatical understanding and application through interactive learning experiences By implementing dictogloss, the study seeks to improve students' engagement and retention of grammatical concepts, ultimately contributing to their overall language proficiency in an academic context.

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This action research study investigates the effectiveness of using dictogloss as a method for teaching grammar to K37A math students at Hanoi College of Education The research focuses on how this innovative approach enhances students' understanding and application of grammatical concepts within a mathematical context By implementing dictogloss, the study aims to improve students' engagement and retention of grammar rules, ultimately leading to better academic performance in their math classes The findings suggest that integrating dictogloss into grammar instruction can significantly benefit students' learning experiences.

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This article explores the effectiveness of teaching grammar through the dictogloss method for students in the K37A Maths class at Hanoi College of Education The action research highlights the benefits of using dictogloss as a pedagogical tool, demonstrating its positive impact on students' grammatical understanding and overall language skills The findings suggest that this approach not only enhances grammar acquisition but also fosters collaborative learning among students, making it a valuable strategy in educational practices.

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The effectiveness of teaching grammar through the dictogloss method for K37A Maths students at Hanoi College of Education has been explored in this action research This study highlights how dictogloss can enhance grammar learning by promoting collaborative learning and improving students' language retention The findings suggest that incorporating dictogloss into grammar instruction can lead to better understanding and application of grammatical concepts among students.

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Yang Xue-qian's 2007 article, "Listeners' Listening Comprehension," published in Us-China Foreign Language, explores the intricacies of how listeners process and understand spoken language The study emphasizes the importance of effective note-taking strategies, which can enhance comprehension and retention of information Various resources, including guides on note-taking techniques and symbols, are provided to support learners in improving their listening skills By understanding these methods, listeners can significantly boost their ability to absorb and recall auditory information, leading to better academic and professional outcomes.

Huyen Trang, T (2013) The Effects of Dictogloss on Students’ Listening Comprehension Skill at University of Economic and Business, Vietnam National University: An Action Research (MA thesis) Hanoi University.

Time allowed: 90 minutes No of students: 28

Handouts, laptop, speaker, board and chalks, 6 A0 papers and markers …

Objectives: By the end of the lessons, the students will be able to:

- Have some knowledge on dictogloss and note-taking

- Have gained some listening and writing skills

- Have never taken note in the previous courses

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This action research explores the effectiveness of using the dictogloss technique to teach grammar to K37A Maths students at Hanoi College of Education The study aims to enhance students' grammatical understanding and improve their overall language skills through this interactive teaching method By integrating dictogloss into the curriculum, the research assesses its impact on student engagement and learning outcomes in grammar instruction.

Time Main contents Class arrangement

Note-taking involves the process of documenting information obtained from various sources This practice allows individuals to capture the core ideas of the content, alleviating the need to memorize every detail.

To effectively capture the essence of note-taking, focus on writing down key words and phrases during lectures and speeches This practice allows you to distill the main ideas quickly, ensuring that you retain the most important information for future reference.

Important words are words which carry important information such as nouns, verbs, adjectives, adverbs…

You could use linear note-taking (headings, numbers, and alphabet to classify the ideas) or

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Now you have three sentences I will read it at normal speed and you have to write them fast with key words and phrases only

Sentence 1: I‟m at university and I don‟t live on the university campus I live in a flat and I share the room with a girl

Sentence 2: My friend never pays for anything When we have a drink, first, he says he has little money, but then he says he has forgotten his money

Sentence 3: Yesterday, she took a white sweater of mine and she didn‟t tell me When I

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The effectiveness of teaching grammar through the dictogloss method for K37A Maths students at Hanoi College of Education has been explored in an action research study This approach emphasizes collaborative learning and active engagement, aiming to enhance students' grammatical understanding and application The findings suggest that dictogloss not only improves grammar skills but also fosters better communication and teamwork among students Overall, this method proves to be a valuable tool in grammar instruction within the context of mathematics education.

From New English file (pre)

 T calls two students on board to write down what they have taken

 T calls some students to give comments and then T gives the correct answer with symbols and abbreviations

Sentence 1: I @ unive & X live unive campus in flat & share room w/ 1 girl

Sentence 2: My frie X pays for anyth We drink, (1) he says little $, (2) forget $

Sentence 3: Yeste, she took a white sweater & X tell me I want wear, dirty Very angry

3 Common system of symbols and abbreviations

& OR and or ↑ increase or improvement

> greater than → or ↛ Cause or does not lead to

< Less than ↓ Decrease or deterioration

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X not Eg or ie for example or that is etc and so on ♂ / ♀ Male / female

@ at asap as soon as possible

Am or pm Morning or afternoon w/ or w/o With or without vs against 2 to, two, too s/o or sth Someone or something b/4 before

Sources: http://www.adelaide.edu.au/writingcentre/learning_guides/learningGuide_note-takingAbbreviations.pdf http://www.ilile.org/events/past/Seminar_08_03/lesson_plans/Wheelersburg/NoteTakingSymbolsandAbreviations.htm

The technique involves the teacher reading a text aloud multiple times, allowing students to take notes and reconstruct the text Afterward, students compare their versions with the original text to identify and correct any errors This method enhances listening skills and comprehension while promoting active engagement with the material.

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This action research examines the effectiveness of using dictogloss as a method for teaching grammar to K37A mathematics students at Hanoi College of Education The study aims to enhance students' grammatical skills through collaborative learning and active engagement, demonstrating how dictogloss can facilitate better understanding and retention of grammar concepts Findings suggest that this approach significantly improves students' performance and confidence in using grammar in their academic work.

Step 1– Preparation: Set the scene, informs Ss of the aim of the task, warm-up discussion, establish vocabulary

Step 2– Dictation - the text should be dictated at normal speed three times

- The 1 st time: Ss are not allowed to take notes or write anything They just listen to the general idea of the text

- The 2 nd time: they are advised to take note of the very important words

- The 3 rd time: check and complete the notes Step 3 – Reconstruction – Ss work in small groups on their version

Step 4 - Analysis and correction - Ss are required to analyze the similarities and differences with the original version, and then correct their texts

Now, we are going to practice by join a dictogloss activity

Dictation text “Louise goes swimming three times a week at lunchtimes with friends At

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VII the gym He has two holidays a year (in the summer and around Christmas) He usually goes somewhere in Asia.”

Adapted from Face2face (pre) by Redston, C., & Cunningham, G (2005)

 T shows some photos of free-time activities and asks Ss what they are

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This article explores the effectiveness of using dictogloss as a teaching method for grammar instruction in the K37A Maths class at Hanoi College of Education The action research conducted aims to evaluate how this technique enhances students' understanding and application of grammatical concepts Through systematic analysis, the study highlights the positive impact of dictogloss on student engagement and learning outcomes in grammar education.

1 Gardening (n) / ˈgɑːd(ə)nɪŋ /: Activities you do with a garden

2 Volleyball (n) / ˈvɒlɪbɔːl /: A game for two teams of six players, in which a large ball is hit by hand over a high net

3 Judo (n) / ˈdʒuːdəʊ /: A sport of unarmed combat

 T asks students to repeat after her twice

 T divides class into 6 groups according to their own selection

 T tells the Ss that they are going to listen to the a text They are not allowed to write anything, just try to understand the main idea

 T asks Ss: What is the text talking about?

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 T dictates the text at normal speech and asks Ss to note down key words and phrases, especially pay attention to the main verbs and the nouns after them

 Remind them not to worry those words they could catch and use some kinds of fast- writing abbreviations

 T dictates the text the third time and asks Ss to check the key information and words that they have missed in the 2 nd time

Now it‟s time for you to discuss and reconstruct the text by your own words based on what you hear a Discussing

 T asks the Ss in the same group to share their notes and discuss in group the main ideas, keywords, and phrases

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