Sử dụng phương pháp nghe và ghi chép chính tả để phát triển kỹ năng nghe cho học sinh khối 10 tại một trường trung học phổ thông tại lạng sơn

ABSTRACT The study “The use of dictogloss technique to develop the 10th graders’ listening skills at a high school in Lang Son” focused on applying and using dictogloss method into learn

THAI NGUYEN UNIVERSITY OF EDUCATION

FACULTY OF FOREIGN LANGUAGES

LE THI THUY TRANG

GRADERS’ LISTENING SKILLS AT A HIGH SCHOOL

IN LANG SON

MASTER THESIS

THAI NGUYEN, OCTOBER 2023

ĐẠI HỌC THÁI NGUYÊN

TRƯỜNG ĐẠI HỌC SƯ PHẠM

LÊ THỊ THÙY TRANG

SỬ DỤNG PHƯƠNG PHÁP NGHE VÀ GHI CHÉP CHÍNH TẢ

ĐỂ PHÁT TRIỂN KỸ NĂNG NGHE CHO HỌC SINH KHỐI 10 TẠI MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG TẠI LẠNG SƠN

Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh

DECLARATION

I hereby certify that, unless specifically stated in the text, I am the sole author

of the research paper titled "The Use of the Dictogloss Technique to Enhance the Listening Skills of 10th Graders at a high school in Lang Son." This work was undertaken as a prerequisite for my Master's degree at Thai Nguyen University of Education, and I solemnly affirm the accuracy of this statement Furthermore, I confirm that this work has not been submitted for consideration for any other degree

at a different higher education institution, and I have no intention of doing so

Thai Nguyen, 2023

Student

Le Thi Thuy Trang

Secondly, I would like to express my thanks to the school board staff, including the principals, the vice principals and teachers and students Dinh Lap high school in Lang Son Province who have given me encouragement, support of time and permission to implement this thesis there

Last but not least, my deepest and sincerest gratitude goes to my family, including

my parents and younger brother with their unconditional love, understanding and help

ABSTRACT

The study “The use of dictogloss technique to develop the 10th graders’ listening skills at a high school in Lang Son” focused on applying and using dictogloss method into learning English for the purpose of improving the students’ English listening skills and investigate the students’ attitudes towards dictogloss method Sixty students of grade 10 at Dinh Lap high school in Lang Son province were chosen The researcher used the quasi-experimental research method to carry out this study The data was collected by listening tests and questionnaires distributed before and after the research The findings from the date analysis showed that dictogloss method was effective in helping students improve their listening skills Dictogloss helped students understand unfamiliar words, interpreting the meaning of long-spoken texts, not being interrupted by listening problems, predicting what's coming next, and listening without transcripts Students also acknowledged that dictogloss made learning listening activities more interesting to them

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF TABLES vi

LIST OF FIGURES vii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims and Objectives 3

1.3 Scope of study 3

1.4 Research Questions 4

1.5 Significance of the study 4

1.6 Organization of the study 4

CHAPTER 2: LITERATURE REVIEW 6

2.1 Theoretical Background 6

2.1.1 Listening skills 6

2.1.2 Dictogloss 10

2.2 Previous Studies 18

CHAPTER 3: RESEARCH METHODOLOGY 23

3.1 Research design 23

3.2 Participants 25

3.3 Data Collection Instrument(s) 25

3.3.1 Tests 25

3.3.2 Questionnaire 26

3.3.3 Teaching materials 27

3.4 Data collection procedures 28

3.5 Data analysis 29

CHAPTER 4: FINDINGS AND DISCUSSIONS 30

4.1 Findings 30

4.1.1 Findings from the tests 30

4.1.2 Findings from the post-questionnaires 34

4.2 Discussions 39

4.2.1 Research question 1: To what extent does the implementation of dictogloss impact the development of students’ listening skills? 39

4.2.2 Research question 2: What are the attitudes of 10th grade students towards the use of dictogloss as a means of improving their listening skills? 41

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 44

5.1 Conclusions 44

5.2 Limitations 45

5.3 Recommendations 45

REFERENCES 47 APPENDIX

LIST OF TABLES

Table 3.1 Research Design 24

Table 3.2 Dictogloss Method Implementation Schedule 28

Table 4.1 The pre-test results of both groups 30

Table 4.2 The post-test results of both groups 31

Table 4.3 A test results comparison of the experimental group 33

Table 4.4 A post-test results comparison between both groups 33

Table 4.5 The benefits of learning listening through dictogloss method 36

LIST OF FIGURES

Figure 4.1 Students' opinions on how interesting the dictogloss method was 34Figure 4.2 Students' attention during dictogloss listening lessons 35Figure 4.3 Students' opinions on the effectiveness of dictogloss method 36Figure 4.4 Students' opinions on continuing to use dictogloss in listening classes 38

CHAPTER 1: INTRODUCTION

The purpose of this chapter is to present readers with a comprehensive introduction, including its rationale, aims, objectives, scope, and significance The research questions and the study's organizational structure are also illustrated to provide clear guidance throughout the study

1.1 Rationale

The 2018 general educational curriculum mandates English as a compulsory subject for students in the early grades, providing them with long-term benefits of bilingual language exposure under well-educated conditions The curriculum aims to develop students' linguistic abilities through the acquisition of essential knowledge and four English language skills, namely listening, speaking, reading, and writing Listening represents a paramount language skill, with Feyten's (1991) assertion that over 45% of communication time is dedicated to listening serving as a strong testament to its integral role within language proficiency It is evident that listening proficiency is indispensable to overall language capability In actuality, listening skills which appear to be a key component of both teaching and learning English provide essential knowledge to acquire a second language in general and improve speaking ability in particular According to Rubin (1995), listening skills are critical for effective communication, as they enable learners to understand spoken language and respond appropriately Additionally, Hinkel (2006) suggests that listening skills are especially important for academic success, as they allow learners to comprehend lectures, participate in discussions, and understand written material

Despite the importance of listening skills, it is always supposed to be the most challenging for high school students Long and Ross (2009) mentioned that listening

is perhaps the most difficult ability for learners out of the four The beginners need a lot of practice with the intonation, foreign accents, reduces forms and speed of speakers Thus, the selection of the suitable listening techniques plays major role in the development of students’ entire language learning and listening abilities.Moreover, research by Vandergrift, Goh, Mareschal, & Tafaghodtari (2006) shows

complexity of spoken language, individual differences among learners, and limited exposure to authentic listening materials As a result, effective listening instructions needs to be implemented in official programs for language acquisition at high school with the goal to promote the development of learners' listening abilities

In order to contrive the adversity of listening, English teachers must always approach the acknowledged methodology concerning the learners’ improving listening skills The researcher has employed dictogloss technique as an alternative methodology aimed at enhancing the listening aptitude of students In the view of researchers, dictogloss is considered as one of effective technique for developing the listening skills of high school students For instance, according to Taslidere and Eryilmaz (2010), the use of different techniques can greatly increase students' motivation and promote better communication between teachers and students By using dictogloss, students are given the chance to discuss their group's performance, allowing them to reflect on what they did well and areas where they can improve This ultimately helps them work more effectively as a team in future tasks Originally devised by Ruth Wajnryb (1990, as cited in Herrel & Jordan, 2004, p 242), Dictogloss is a teaching strategy that was initially intended for high school students but can be modified to suit learners of any age This method has shown great effectiveness when it comes to English language learners as it highlights the importance of using fluent academic language and aids in their ability to listen and recall proficient English language models (Gibbons, 1993, as cited in Herrel & Jordan, 2004) The researchers concluded that dictogloss is a valuable tool for promoting language proficiency and 21st-century skills in high school students

In my current role as an English teacher for tenth-grade students at a high school in Lang Son province, the majority of students who have studied English for a minimum of ten years since primary school are from ethnic minority backgrounds residing in remote border areas Consequently, these students have limited opportunities to practice English speaking and listening skills, which are crucial components of language acquisition Following actual teaching practices, teachers have observed that students often struggle to distinguish English sounds in both

academic listening exercise and real-life conversations, which can limit their overall speech comprehension Despite students' familiarity with standardized tests, such as written exams, they may encounter difficulties recognizing commonly used vocabulary when spoken aloud Additionally, the challenge of remembering information while listening can cause another obstacle for students to improving their listening skills Almost students tend to quickly forget the content of previous sentences, making it challenging for them to comprehend the broader context of the conversation

To response to this issue, the researcher has decided to conduct a study on

“The use of dictogloss technique to develop the 10th graders’ listening skills at a high school in Lang Son” to investigate the effectiveness of using dictogloss as a teaching tool to enhance students' listening skills Specifically, this study aims to gather the perspective of students on the application of dictogloss methodology and to examine the implementation of the technique in developing students' listening comprehension The study includes detailed lesson plans, teacher notes, students' handouts, pretest and posttest evaluations, with the goal of contributing the knowledge on this topic

1.2 Aims and Objectives

The principal objectives of the research are to find out students’ viewpoint about utilizing the dictogloss in learning English listening comprehension and evaluate the effectiveness this technique in improving listening skills for tenth-grade students at Lang Son high school

1.3 Scope of study

The study focused the utilization of dictogloss technique to increase listening skills at the tenth-grade students of a Lang Son high school This was accomplishment with regard to the accuracy of response and overall understanding in dialogue text from listening tests The delivered results of analyzed data tests and students’ feedback were used to analyze the effectiveness of dictogloss to enhance English listening skills Due to the constraints of space, time and condition, the study was conducted with 60 participants in the academic year of 2022-2023 They were divided into two groups: the control group and experimental group, consisting of

Class 10A and 10B Conclusions on the use of dictogloss learning technique were drawn from the results, which were the desired outcome

1.4 Research Questions

The primary objective of this study was to enhance the effectiveness of English listening skills learning for 10th graders In order to achieve this objective, the following research questions were formulated:

1 To what extent does the implementation of dictogloss impact the development of students’ listening skills?

2 What are the attitudes of 10th grade students towards the use of dictogloss

as a means of improving their listening skills?

1.5 Significance of the study

As a matter of fact, research gave readers a detailed insight into the importance

of listening when learning a foreign language More importantly, the study showed the current state of learning listening skills abilities and the current learning English habits of high school students It is expected that the study indicated positive changes

of using dictogloss technique to improve listening competence of the tenth-grade students at a local high school in Lang Son province

1.6 Organization of the study

The thesis contained five main chapters Each chapter discussed the content as follows:

Chapter 1: The Introduction revealed the rationale of the study, the objectives

of the research, the research questions and the scope of the study

Chapter 2: The Literature Review explored the relevant literature and an

attempt to develop the theoretical framework for the study

Chapter 3: The thesis methodology presented the method of the research It

also declared the information of the research participants, instruments, methods of collecting data and method of analyzing data The chapter ends with the structure of the thesis

Chapter 4: Findings and discussion provided the details of the analysis which

consisted of general description, data analysis and findings and discussion

Chapter 5: Conclusion summarized the key issues in the study, points out the

implications, limitations, and provides some suggestions for further study

In the last part of the study, to assure that the study is really valid, the researcher gives references and appendices

CHAPTER 2: LITERATURE REVIEW

In this chapter, the author explores the theoretical framework and past studies that serve as the foundation for this research The researcher delves into several theories that are pertinent to the study The review of theory highlights the essential concepts surrounding listening skills and dictogloss Finally, a comprehensive overview of related studies will be provided towards the end of this chapter

According to Nunan (2003) “Listening is an active, purposeful process of making sense of what we hear.” It means that listening is the very first language skill before people can speak, read, and write Rost (1990: 41) proposed that “In the classroom, listening is essential because it gives students feedback Without understanding the input at the right level, any learning simply can’t begin”

Listening is claimed to be one of the most regularly practiced language skills and is essential to conversation and the educational process According to Brown (2000), this receptive skill is spent more than 40% in our everyday communication It followed that listening takes up over half of adult workdays and more than half of student classroom activity time Richards (2008) defined listening is a receptive skill which helps students to comprehend the conversation

Cohen (1990) showed that listening is the act of paying particular attention to sounds in so as to comprehend them The message needs to be given enough focus so that it may prevail over all other distracting sounds and be understood Moreover, Buck (2001) indicated that listening comprehension is a “complex and multidimensional process” This process requires listeners to use the phonological, syntactic, semantic, pragmatic knowledge to comprehend an aural input Many factors are involved in determining how successfully a listener comprehends a message she/he hears

In conclusion, based on the description above, the researchers have emphasized the significance of listening in communication, both in daily life and educational contexts Listening is viewed as an active and purposeful process of intricate interpretation, in which listeners align what they hear with their existing knowledge, initiating a cognitive process Attentive listening is a prerequisite for learning and engaging in thoughtful contemplation

2.1.1.2 Role of listening

In the realm of language acquisition, the importance of listening is irrefutable

It serves as a crucial prerequisite to gaining proficiency in any language According

to Will (2006), listening plays as a means of acquiring knowledge, information, and perspective on the world and its affairs, people rely heavily on a particular medium This medium serves as a crucial tool for education, shaping one's ideals, and developing a sense of values Rost (2013) articulated that the process of listening involves a complex series of steps that allows individuals to comprehend spoken language In addition to being essential for effective communication, it also contributes to a holistic comprehension of the world

In the school setting, it cannot be denied that students have the opportunity to gain a multitude of knowledge through their listening skills Rost (1994) emphasizes the importance of incorporating these skills within the language classroom Firstly, listening is crucial for learners as it provides them with vital information Without comprehending this input at an appropriate level, the learning process remains stagnant Secondly, spoken language acts as a foundation for interaction, which is essential for understanding It is imperative for learners to engage with proficient speakers and view their struggle in grasping spoken language as motivation for both interaction and learning instead of an obstacle Furthermore, authentic spoken language presents a challenge that allows learners to comprehend how native speakers naturally utilize the language Lastly, listening exercises provide teachers with a tool to guide students' attention towards new elements of language such as vocabulary, grammar rules, and patterns of interaction (Rost 1994 pp 141-142)

In culmination, the significance of listening is indisputable in the realms of

also molds individuals' perception of the world and enhances their educational experience Through engaging with the intricacies of spoken language, students traverse pathways that enhance their skills and broaden their horizons, solidifying listening as an essential foundation in the domain of language acquisition

2.1.1.3 The listening process

Engaging in listening involves actively extracting meaning from sounds, analyzing their elements, and formulating reactions This ability holds great significance as it impacts every aspect of our lives Understanding the complexities of the listening process is crucial, going beyond the mere importance of listening itself According to Kamelia Gulam (2018) and Babita Tyagi (2013), the listening process can be categorized into five main steps: receiving or hearing, understanding, remembering, evaluating, and feedback or response

The first stage is receiving which is the deliberate attention on receiving the message of a speaker Attention is a critical necessity for efficient hearing since the brain screens stimuli and allows just a few to come into focus

The second stage is understanding In this stage, the understanding of symbols encountered through visual and auditory means is made easier, requiring an examination of the meaning inherent in the stimuli that are encountered These triggers that hold symbolic significance include not just words but also auditory signals like applause and visual cues such as uniforms in a particular color, all carrying symbolic connotations The meanings associated with these symbols are influenced by past connections and the specific situational context in which they appear To achieve successful communication between individuals, the receiver must comprehend both what the sender intends to convey and how they perceive the context surrounding it

The third stage is remembering which plays a crucial role in the process of attentive listening as it signifies that a person has not just received and understood a message, but also retained it in their memory The act of listening is selective, with individuals choosing where to focus their attention Similarly, memory is also selective, leading to the possibility that what is remembered might differ greatly from what was previously experienced or heard

The next phase of listening process is evaluating which is considered as an active involvement Engaged listeners carefully evaluate data, differentiating between objective facts and subjective opinions, while also examining any biases present in the communication Timing is key when it comes to this stage; starting too early can interrupt the absorption of incoming information and prematurely halt the entire listening process

The last step in the process of listening, known as feedback, entails reacting to the message This reaction can include both emotional and cognitive responses Although verbal feedback is a popular method, this stage is visually symbolized by the mouth; however, nonverbal reactions are equally legitimate

2.1.1.4 Challenges in teaching listening

Teaching listening abilities in the process of language acquisition presents its own unique difficulties Based on Yagang's research in 1994, listening difficulties can

be attributed to several factors: the content of the message, the speaker delivering it, the listener themselves, and even the physical environment in which communication takes place These issues are often caused by aspects such as speech rate, vocabulary usage, and pronunciation Flowerdew and Miller (1996) further expanded on this topic by suggesting that students struggle with listening due to rapid delivery speeds, unfamiliar terminology and concepts being discussed, difficulties with concentration,

as well as unfavorable physical surroundings

In the view of Penny Ur (1996), students face various challenges when it comes to language learning These include issues with pronunciation, the need to comprehend every single word, difficulty in understanding rapid speech from native speakers, the importance of listening to the text multiple times for better comprehension, struggling to keep up with the pace of conversation, and feeling fatigued during language learning activities

Undoubtedly, in the field of language education, there are numerous obstacles when it comes to instructing students on how to improve their listening abilities Yagang's research and the insights shared by Flowerdew and Miller shed light on these challenges They encompass a wide range of aspects such as speech pace,

vocabulary usage, staying focused, and dealing with unfavorable learning environments Penny Ur (1996) also supports this perspective by emphasizing the countless difficulties students face as they embark on their language learning journey Overcoming pronunciation hurdles, gaining a thorough understanding of the language, and comprehending rapid native speech all contribute to the complexity involved in teaching and acquiring effective listening skills It is evident that these challenges highlight the necessity for innovative and comprehensive approaches in teaching listening comprehension methods

2.1.2 Dictogloss

2.1.2.1 Definition of dictogloss

Dictogloss is a teaching technique where learners listen to a short passage read out by the teacher Afterward, they need to take note of important keywords before working together in groups to reconstruct the text using their own words and phrases This approach, introduced by Wajnryb (1990), encourages students to express themselves creatively while still maintaining the main ideas from the original passage Dictogloss utilizes components of conventional dictation, but it deviates significantly in terms of its approach and desired results

Within the context of language pedagogy, the concept of dictogloss is defined by Newman in Smith (2012, p.70) as a multifaceted technique with its own unique characteristics Dictogloss combines elements of dictation, paraphrasing, and interpretation, setting it apart from traditional dictation practices Unlike regular dictation exercises where students simply transcribe what they hear word for word, dictogloss takes a more dynamic approach In this method, students are not only encouraged but also required to rephrase and interpret the given information This promotes a deeper level of cognitive engagement and enhances language comprehension

According to the research of Petrucione and Ryan, as mentioned by Retnowaty (2016), it is explained that dictogloss is a type of teaching method that falls under the category of listening activities In dictogloss, students are given a short passage by the teacher and they have to recreate it, often with repeated exposure for better understanding This clarification emphasizes that dictogloss serves not only as a tool

for writing instruction but also as an effective way to improve listening skills This comprehensive view highlights how versatile and valuable dictogloss can be in educational settings.

Upon analyzing the different viewpoints expressed in the preceding definitions, it is clear that dictogloss embodies a teaching method that combines traditional dictation with a unique focus on personal involvement Dictogloss requires students to engage in the complex task of reconstructing a provided text using their auditory skills, either by actively listening or by carefully jotting down essential elements of the text

The second variation of the dictogloss method is known as Controlled Dictation” The role of the teacher will be taken on by a tape recorder Initially, the teacher will recite the text at a regular pace while the students refrain from taking any notes Following that, the teacher will read through the text at a more natural speed without interruption In instances where students find it difficult to keep

“Student-up with the reading, they may request for pauses, rewinds or to revisit specific words, phrases or sentences by signaling "stop please" or "please go back to (word, phrase or sentences before)" Each student is allowed only one opportunity to request for a pause Subsequently, they will collaborate in groups and construct a coherent narrative based on their comprehension of the text being read aloud

The method called "Student-Student Dictation" is the third variation of the dictogloss technique To promote cooperative learning, this form of dictation allows students to work together The text is divided among the group of students, with each group consisting of seven members for a total of four groups in a classroom with 28 students Correspondingly, the text is also divided into four parts Each group is assigned a specific part to read and comprehend If any difficulties arise, individuals can collaborate with others who have read the same section to discuss its meaning Upon returning to their original groups, students take turns reading their assigned part while their peers make notes Subsequently, they partner up with someone from another group to reconstruct the entire text; however, they must remain silent when their own part is being reconstructed by their partner

The technique known as “Dictogloss Summaries” is a different approach within the dictogloss method, which is the fourth variation of this technique In Dictogloss summaries, the main focus is on extracting the essential concepts from the original text However, the standard dictogloss procedure involves reconstructing the text in a manner that closely resembles the original While the overall procedure remains unchanged, students may be instructed not to take any notes Additionally, instead of working individually, students collaborate with their partners to discuss and analyze the key ideas of the text To aid in this process, they are encouraged to use visual cues such as mind maps, sketches or photos to represent these ideas visually By incorporating these visual elements into their reconstruction process, students have an opportunity to showcase their creativity and interpretation skills

The “Scramble-Sentence Dictogloss” method is a unique variation in the dictogloss approach, representing its fifth iteration Implementing this approach in the classroom can pose more challenges The teacher mixes up the sentence structure of the text that will be read aloud Subsequently, students are required to rearrange the sentence in its correct order before reconstructing the entire text

The technique known as "Elaboration Dictogloss" is the sixth iteration of the dictogloss method In the dictogloss activity, students have the opportunity to expand and enhance the given text rather than simply reconstructing it The teacher guides

them on how to develop the text by incorporating additional elements such as adverbs, adjectives, facts, cause and effect relationships, or even personal experiences Here is an example of how the text can be developed:

Original passage read by the teacher:

Every morning, Rina goes around the village on a bicycle

Learners can add a sentence or two to elaborate:

Every morning, Rina goes around the village on a bicycle Riding a bicycle is beneficial for maintaining good health However, not everyone in the village owns a bicycle

By encouraging students to add their own sentences and ideas while elaborating on existing content, dictogloss provides them with an interactive learning experience that allows for creativity and deeper understanding of language usage

In addition to these variations, there are also other dictogloss methods, such as

“dictogloss opinion” and “picture dictation” The technique known as "Dictogloss Opinion" entails reconstructing a piece of text by incorporating personal remarks from the author, either inserted within the text itself or appended at the end of paragraphs On the other hand, "Picture-Dictation" is a valuable method for teaching descriptive writing In this approach, students generate visual depictions based on the content they have read, collaborate with others to create composite images, and then compare these visuals to the original text

To sum up, the dictogloss technique presents numerous possibilities for enriching language acquisition These options afford teachers with adaptable resources to involve students and foster participatory learning In general, these different approaches broaden the usefulness and efficacy of employing the dictogloss method in language education

2.1.2.3 Procedure of dictogloss

There are many different approaches to implementing the dictogloss procedure

in the classroom According to Wajnryb (1990), dictogloss is considered a versatile teaching technique that encompasses various skills and structures, with a primary focus on effectively conveying meaning and using correct grammar.Wajnryb (1990) outlines the various stages involved in the dictogloss technique

3 Reconstruction

The next step involves students working in assigned groups where they reconstruct the text based on their notes

4 Analysis and correction

The final stage of dictogloss includes analyzing and comparing reconstructed texts with those of their peers' versions as well as with the original text This collaborative process encourages students

Additionally, according to Shak (2006), dictogloss incorporates five fundamental stages in the teaching or learning process: listening, noticing, activity, checking, and writing The initial stage involves listening as students are introduced to a new topic through mediums such as storytelling, flashcards, or whole-class discussions Subsequently, they proceed to the noticing stage where they take notes after hearing the text at normal speed for a second time The third stage is activity-based where students collaborate in small groups to recreate the text provided for the lesson

Based on the aforementioned explanation, it can be deduced that dictogloss is

an approach utilized for acquiring language skills wherein students collaborate to recreate a dictated piece of text They undertake this task by expressing the content in their own terms, rather than replicating the exact words spoken by the teacher

2.1.2.4 The advantage of dictogloss

The dictogloss technique is a method of dictation that can be employed in language acquisition, specifically for enhancing listening comprehension It is commonly recognized as an effective approach for imparting listening abilities, and numerous researchers have emphasized its benefits within educational settings Vasiljevic (2010, pp 45-46) states that Dictogloss offers several benefits, including the following:

Firstly, dictogloss is a combination of activities that involve both individual and group work The process begins with students listening and making their own notes, followed by working together to reconstruct the texts This method allows students to engage in cooperative learning while completing the reconstruction task Dictogloss promotes active participation in the learning process, facilitating peer learning and teaching to enhance overall educational outcomes

Secondly, the utilization of the dictogloss technique promotes the enhancement

of students' ability to communicate effectively Unlike a conventional centered classroom, dictogloss allows students to engage in more speaking activities Moreover, their interactions become more authentic and genuine, as they demonstrate their comprehension of the text Additionally, students are compelled to work on their time management skills due to the limited timeframe provided for the task of reconstructing sentences Consequently, this approach provides ample opportunities for students to actively practice and apply all aspects of language proficiency while engaging in meaningful communication experiences

teacher-Thirdly, utilizing the dictogloss technique is beneficial for enhancing students' communication skills Unlike traditional teacher-centered classrooms, dictogloss encourages more speaking activities and allows for authentic interactions to showcase comprehension of the text Furthermore, students are motivated to improve their time management abilities as they reconstruct sentences within a limited timeframe As a result, this approach provides ample opportunities for actively practicing and applying all aspects of language proficiency while engaging in meaningful communication experiences

Fourthly, dictogloss encourages student autonomy by having them collaborate

in groups to reconstruct the text In the analysis and correction phase, students can self-evaluate their work, which helps them become aware of their language deficiencies and develop efficient study techniques

Dictogloss is also a distinctive approach that integrates both teaching listening comprehension and evaluating students' listening skills Common assessment formats like true-false, multiple choice, or open-ended questions usually only focus on a few specific items, neglecting the other parts of the text However, in a dictogloss activity, students are required to apply various linguistic abilities such as identifying phonemes, recognizing vocabulary, analyzing sentence structure, and interpreting meaning Furthermore, the task of reconstructing the text offers valuable insights into how well students perform at each stage of speech perception

Finally, dictogloss presents a unique method that combines the instruction of listening comprehension with the assessment of students' listening skills Traditional evaluation methods, such as true-false, multiple-choice, or open-ended questions, tend to focus on only a few specific elements while disregarding other aspects of the text In contrast, dictogloss activities engage students in utilizing various language skills including phoneme identification, vocabulary recognition, sentence structure analysis, and meaning interpretation Moreover, the task of reconstructing the text provides valuable insights into students' proficiency at each stage of speech perception This approach not only enhances listening abilities but also offers comprehensive assessments that encompass multiple linguistic competencies

To sum up, dictogloss, a method that can be utilized in the field of language education, presents numerous benefits when applied It can be concluded that dictogloss proves advantageous for integration into the instructional and learning process due to various reasons Dictogloss allows learners to participate both individually and in groups, thus enhancing their critical thinking abilities Furthermore, it fosters learner independence by encouraging students to seek knowledge not only from their teacher but also from their peers Moreover, it incorporates a writing exercise that enables learners to identify their strengths and areas requiring improvement, offering an alternative means of assessing students' capabilities

2.1.2.5 The disadvantage of dictogloss

Aside from the benefits of dictogloss mentioned previously, there are also drawbacks as pointed out by Alderson (1997) These disadvantages entail:

1 The implementation of Dictogloss in the teaching and learning process requires a lengthy procedure and a significant amount of time

2 Lower-level learners may not find it as effective

3 If the dictation is not recorded on tape, there is a risk of compromising the reliability of the test due to variations in the delivery speed of the text among different audiences

4 Dictations consist of written passages being read aloud, which may not effectively assist students in distinguishing between oral and written language

5 The exercises can appear unrealistic if the original purpose of the text was for reading rather than listening to it

Dictogloss has been employed in language education for a variety of purposes Nevertheless, its implementation has always presented both pros and cons These drawbacks can prove especially difficult for students who are unfamiliar with this instructional method, as they may try to transcribe every word dictated to them and might

be reluctant to participate in group discussions or accept corrections from their peers

2.1.2.6 The use of dictogloss in improving listening

To effectively apply dictogloss, learners must understand the advantages of cooperative learning The teacher should explain the underlying concept, justify task selection decisions, and raise students' awareness of the benefits of self-directed learning

The dictogloss procedure has been designed with the intention of helping students recognize that they have a shared objective Teachers should emphasize to students that when participating in the dictogloss activity, the focus is not on perfect grammar but rather on comprehending the content, something they can assist one another with Cooperative learning aims to promote collaboration among students in order to achieve their goals According to Johnson and Johnson (1999), students have two responsibilities during cooperative learning: maximizing their own learning and facilitating the learning of all members within the group Heterogeneous teams

provide more advantages compared to homogeneous groups It is essential for teachers to manage group dynamics while considering each student's abilities

To promote mutual support among students, it is important for the teacher to explain the concept of a working group The teacher should take charge of forming the groups in order to avoid students consistently partnering with the same individuals, which could lead to weaker students falling behind and stronger students becoming even more advanced It is crucial to create groups that consist of students with diverse abilities and backgrounds as this has been found to enhance overall group performance (Maznevski, 1994) According to Johnson and Johnson (1996: 168), cooperative learning provides valuable insights into how students think Additionally, combining dictogloss with cooperative learning adds greater meaning and relevance to the language learning process (Jacobs and Small, 2003)

2.2 Previous Studies

After a thorough review of the literature, it becomes evident that numerous international researchers have conducted studies using the dictogloss technique to enhance listening skills The majority of these investigations have shown the advantages of employing dictogloss across various aspects, including listening and writing The research conducted by these authors can be summarized as follows

Abbasian and Mohammadi conducted a study in 2013, aiming to examine how dictogloss impacts the general writing skills of Iranian EFL learners The participants were divided into experimental and control groups after undergoing pretests and posttests The experimental group received task-based instruction, while the control group followed conventional instructional methods The study extensively analyzed the data using various statistical techniques, including checks for data normality, instrument validation, and primarily parametric statistical analyses The results revealed that the intervention had a positive influence on the overall writing abilities

of the participants Specifically, it positively affected their organization and mechanics skills in writing However, there was comparatively less impact on their content, usage, and vocabulary dimensions when it came to writing This research sheds light on how dictogloss can be beneficial for improving certain aspects of

writing skills among Iranian EFL learners By implementing task-based instruction in classrooms instead of traditional approaches, educators can potentially enhance students' ability to organize their thoughts effectively while maintaining proper grammatical structure in their written work Additionally, further exploration is required to understand how other dimensions of writing may be impacted by similar interventions or instructional methods

In 2017, Dista conducted an experimental investigation with the goal of employing dictogloss as an interactive approach for enhancing the teaching and learning of listening comprehension among second-grade, year 8 students in a junior high school The focus was on narrative texts Two classes were selected as samples: one class received instruction using dictogloss while the other class was taught using

a standard strategy Data collection involved administering tests and a questionnaire, and the collected data were analyzed utilizing SPSS The study's findings demonstrated that students in the group taught with dictogloss achieved significantly higher scores in listening comprehension compared to their counterparts in the control group Furthermore, results from the questionnaires revealed that almost all students (93%) responded positively to the utilization of dictogloss, highlighting its effectiveness in improving their listening comprehension skills

Also in 2017, Azmi conducted a research study to evaluate the efficacy of the dictogloss strategy in improving listening skills for English language learners The focus was on 12th-grade students at SMAN 5, Banda Aceh The study utilized experimental research methods with a significance level (α) set at 0.05 The sample for this study consisted of 32 students from the 12th grade at SMAN 5, Banda Aceh These students were divided into two groups: an experimental group and a control group To establish a baseline, both groups completed a pretest before receiving any treatment or intervention Following the completion of the treatment phase, both groups took part in a posttest to measure their progress Each test comprised ten questions that assessed their understanding after listening to an audio passage The collected data underwent statistical analysis which indicated that they were normally distributed and showed homogeneity among participants' responses By conducting t-

tests with critical values ranging from -2.03 to +2.03, it was found that the t-test value between the posttest results of the experimental and control groups was measured at 0.92 – within the critical range specified earlier in this experiment design framework

As such, based on these findings and statistical analyses using predetermined criteria for significance levels and hypothesis testing procedures adopted during this investigation process—specifically rejecting null hypotheses while accepting alternative hypotheses—it can be concluded that utilizing dictogloss as an instructional strategy effectively enhances English language learning outcomes related to listening skills acquisition among senior high school-level students

A study conducted by Muthmainnah and Asrifan in 2018 aimed to examine how the English dictogloss technique can enhance second-year students' listening comprehension at SMP Negeri The research employed a quasi-experimental approach, which included experimental and control groups The participants of this study were eighth-grade students from SMP Negeri in the academic year 2016-2017, with a total population of 48 students chosen through total sampling The primary tool used in the study was a test designed to measure listening comprehension Upon analyzing the data, it was found that the experimental group obtained an average score of 77.0, whereas the control group achieved a mean score of 63.3 These findings demonstrate a notable distinction in listening comprehension abilities between students who were taught using the English dictogloss technique and those who received instruction through conventional methods As a result, the alternative hypothesis was supported while rejecting the null hypothesis The study's findings revealed that incorporating the English dictogloss technique resulted in a significant enhancement of students' ability to comprehend spoken language As a result, their achievements in listening comprehension improved considerably

Research conducted by Nguyen, H (2017) in Vietnam investigated the impact

of using dictogloss on students' proficiency in grammar and their motivation The results showed that dictogloss had a significant positive effect on students' grammatical abilities and heightened their enthusiasm for English lessons This analysis highlights the potential of dictogloss as an alternative method for teaching grammar and presents suggestions for further improving its implementation

Another study by Minh, N T H, & Lan, T T (2021) explored the use of dictogloss as a technique for developing comprehension listening proficiency in a university-level English course This quasi-experimental research employed a quantitative approach and utilized tests as its main research tool A total of fifteen first-year English major students from Thai Nguyen University of Education participated in an 8-week intervention program The results indicated that incorporating the Dictogloss technique into listening lessons had a positive impact on the participants' listening performance, as students in the experimental group achieved better results in their listening tests compared to those in other groups Based on these findings, it is recommended that instructors incorporate the Dictogloss technique more frequently during listening instruction to enhance students' overall listening comprehension skills

In this action research of Hai, N T M., & Hanh, L D (2020), a group of 40 intermediate students who were not studying English as their major subject participated The project utilized three qualitative research methods: focus group interviews, teacher diaries, and artifacts These methods were employed to evaluate the impact of dictogloss

pre-on listening comprehensipre-on in English teaching and learning Moreover, the study aimed

to gain insights into the learners' attitudes towards this particular practice The findings of the research revealed that dictogloss significantly improved listening comprehension by stimulating and enhancing learners' awareness of linguistic knowledge Furthermore, it provided a clear context for listening exercises and generated greater interest among the students in participating in such activities

In summary, recent studies conducted in both international and Vietnamese educational contexts have consistently demonstrated the effectiveness of the dictogloss technique in enhancing learners' listening skills and overall language proficiency These studies have explored various aspects of English language skills, with some focusing on the application of the dictogloss method in developing writing skills, as observed in Abbasian and Mohammadi's research (2013) Nguyen, H.’s research (2017) emphasized on utilizing dictogloss to enhance the students' competence in grammar and their level of motivation

Furthermore, studies such as Dista (2017), Azmi (2017), Muthmainnah and Asrifan (2018), Azmi (2017), Minh, N T H, & Lan, T T (2021) and Hai, N T M.,

& Hanh, L D (2020) have consistently supported the use of the dictogloss method to enhance listening skills These findings underscore the potential of dictogloss as a valuable tool for language educators in both teaching and assessing listening skills The present study builds upon this foundation by exploring the integration of listening skills with dictation, utilizing the dictogloss strategy to further enhance language learning

CHAPTER 3: RESEARCH METHODOLOGY

This chapter presented a comprehensive discussion of the methodological design employed in the study It covers aspects such as research designs, participants, data collection instruments, data collection procedures, data analytical methods, and the organization of the study

3.1 Research design

The aim of the study was to find out how dictogloss technique affect the 10thgraders’ listening skills at a high school in Lang Son Specific objectives were appointed to accomplish the above aim, consisting of not only investigating the efficacy of dictogloss in increasing students’ listening skills but also evaluating students’ perceptions towards the integration of dictogloss into English listening instruction Accordingly, the research approach that was employed to perform this study was quasi-experimental research According to White and Sabarwal (2014), quasi-experimental research designs, similar to the experimental approach, seek to explore causal hypotheses In both experimental and quasi-experimental frameworks, the intervention - encompassing the elements of the program or policy being evaluated

- is regarded as a treatment Its ability to achieve predetermined objectives is assessed through a predefined set of indicators However, it should be emphasized that quasi-experimental designs do not involve random assignment

Moreover, quasi-experimental studies have been utilized in situations where it was not possible or practical to use a true experimental design because there were already existing intact groups among the subjects (such as organizations, departments, classrooms, schools, institutions) In these cases, it was often not feasible to randomly assign individual subjects to experimental and control groups Researchers can use a quasi-experimental approach to evaluate the effects of various independent variables in real-world, uncontrolled settings This design is commonly used in educational research, especially when it's not possible to randomly select students for experimental samples In this particular study, random assignment of subjects was not feasible since it took place during regular class hours Thus, quasi-

experimental design was implemented with the aim to investigate the effectiveness of applying dictogloss to develop the 10th graders’ listening skills by calculating approximately how the treatment affects the treated group (the experimental group) However, in order to establish the efficiency of the treatment, the researcher did not analyze the difference in yield between the pre-test and post-test Instead, they compared the pre-test results of the control group with those of the experimental group This approach was also applied to the post-test Rather than comparing the pre-test and post-test, they focused on comparing the post-test results of both groups - control and experimental

There were two classes with the same level of students’ proficiency in language learning A controlled class that was a comparison to the second class which was an experimental class Pre-test was completed before the treatment After giving the treatment for the experimental class, the post-test was be given for both classes in order to get the end result The result of date calculated with statistical calculation

Table 3.1 Research Design

X1: The treatment for the experimental group (Dictogloss Method)

Moreover, the thesis would be conducted with quantitative research from questionnaire The results of the questionnaire will reflect the participant’s point of view about the use of the dictogloss technique in learning listening comprehension and its effectiveness on listening skills

3.2 Participants

The research which took place at Dinh Lap high school in Lang Son was placed during the second term of school year 2022-2023 In this study, the researcher selected 60 students in two classes in grade 10 to be participants Among those, 30 students from class 10A were selected randomly for the experimental group applying the dictogloss technique and other 30 students from class 10B were assigned as a controlled group Every student in both classes was sixteen years old Based on the findings of the assessment conducted at the conclusion of the initial semester, it was discovered by the researcher that students possessed a comparable level of proficiency This determination was made due to their average scores exhibiting minimal variation

3.3 Data Collection Instrument(s)

The main objectives of this research were to determine the effectiveness of dictogloss technique in enhancing students' listening skills and to explore their attitudes towards learning when exposed to this technique Consequently, qualitative and quantitative data were gathered through pre-and posttests, as well as questionnaires, serving as the primary means of data collection

3.3.1 Tests

In this study, data were collected through tests that were set twice such as pre-test and post-test A test, in the words of Brown (2004, p.3), is a tool for evaluating someone's aptitude, knowledge, or performance in a certain area The objective of the test was to assess the students' listening skills Therefore, the researcher selected tests from the Preliminary English Test set by Cambridge English for both the pre-test and post-test The selection was based on the extent

of knowledge that students had acquired

The pre-test had provided to the students in two groups before the experimental group received the treatment so that the researcher could find out the basic of students’ listening abilities The researcher use pre-test before implementing dictogloss in order to find out the initial level of students’ listening skills and mean score of the students in listening There are three types of questions, five multiple

choice questions, five selecting True or False questions and filling in the missing information questions

Post-test was given to the students from both groups after conducting the treatment It was be administered to find out the influence of using dictogloss in listening skills In addition, the posttest shared similarities with the pretest in terms of its format

The 20-minute test consisted of three distinct sections These sections encompassed tasks such as evaluating the validity of provided statements as True or False, selecting the most suitable answers to given questions, and completing sentences with appropriate words Each section contained five questions, resulting in

a total of 15 questions for each test The maximum score achievable for each test was

10 marks

3.3.2 Questionnaire

Questionnaire is one of the most useful methods which give questions to respondents for asking According to Nunan (1992), questionnaire is the quickest method of selecting information and can help the researcher save time because it can be given to large groups of subjects at the same time This survey was created

a questionnaire with two main sections such as pre-questionnaire and questionnaire that was prepared in English It was then translated for real use into Vietnamese The researcher used questionnaire to collect information about the students’ evaluation, and their feelings after using dictogloss technique in listening skills

To conduct this study, a questionnaire set comprising pre-survey and survey sections was employed to assess students' perceptions of learning listening activities both before and after the dictogloss method was introduced Consequently, these questionnaires were exclusively distributed to the experimental group, which underwent the dictogloss intervention

post-In the initial part of the survey, there is a pre-questionnaire that contains four inquiries The primary question was formulated to explore the viewpoints of students regarding the significance of listening in language acquisition The second query

aimed to assess students' level of interest in listening lessons offered at school The third question solicited self-evaluation from students on their ability to pay attention during these lessons, while the last one sought to analyze any challenges faced by students when learning listening skills (Appendix 1)

The questionnaire administered after the research period comprised of a set

of five questions The primary objective of the first question was to gather students' perspectives on their level of interest in listening lessons The second question aimed to gauge their level of attention subsequent to the implementation of dictogloss in their classroom To evaluate any potential changes in attitudes, these responses were then compared with the answers given by students prior to the research period, based on two similar questions from the pre-questionnaire The third question sought to explore students' assessment of how effective integrating dictogloss into listening instruction had been Lastly, students were asked whether they would be interested in continuing with dictogloss as a method for teaching listening skills Thirty respondents were given five options to indicate their agreement or disagreement with closed-ended questions for both pre-questionnaire and post-questionnaire (Appendix 2)

3.3.3 Teaching materials

Last year, the tenth graders were first introduced to the new student book titled 'Tieng Anh 10 (Global Success)' compiled by Vietnam Education Publishing House Limited Company There was a weekly period designed for English listening for 45 minutes each period To applying dictogloss technique in teaching listening skills, the researcher chose listening lessons from Unit 6 to Unit 10

The teacher implemented the dictogloss technique to enhance students' listening lessons The table below provides the timeline for using the dictogloss method in each listening lesson