VIETNAM NATIONAL UNIVERSTTY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST- GRADUATE STUDIES | CHU THỊ SINH USING DICTOGLOSS TO ENHANCE ENGLISH LISTENING SKILLS
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This study is significant for several reasons: Firstly, the result of this research expands the limited research into dictogloss technique for improving students’ listening ability for Vietnamese learners, particularly for students at Monina English Center.
Secondly, the result of the study is expected to be useful for the English teachers as information and as source in teaching and learning of listening with dictogloss technique, and the teachers can implement the dictogloss technique to teach English after this study has been undertaken In conclusion, if dictogloss technique brings about positive effects to English teaching and learning, teachers and students can apply this technique as an effective approach in teaching and learning process to achieve improvement.
The study has been conducted in the form of action research Tests were the main tool to collect data from 30 grade 7 students in 2 classes at Monina English Center In addition to that, questionnaire and formal interviews with informants were also conducted Last but not least, students’ daily reconstruction notes were important sources to collect and analyze the data.
The research was carried out during the 1“! semester of the school year with the participation of students chosen from 2 classes at an English center Specifically,the total number of students engaging in this study was 30 students The target population of this research was 30 grade 7 students from two classes 7TN2 (15 students) and 7A1 (15 students), Monina English center in the first semester in academic year of 2022-2023 These students were taken a placement test before the course, so the students who were in a class were at the same level of English proficiency (pre-intermediate).
This research consists of five chapters:
Chapter 1 — “Introduction” presents background to the study, aims of the study, research questions, significance of the study, and an overview of the study’s organization.
Chapter 2 — “Literature Review” provides the theoretical background of the study consisting of some basic knowledge of listening skills, dictogloss technique, and previous studies.
Chapter 3 — “Methodology” describes the methods based on which the study is conducted with population and sampling method, data collection instruments, materials, data collection procedures, and analysis procedures.
Chapter 4 — “Findings and Discussion” presents, analyses and discusses the results of the data collected The chapter answers for the research question of the study that is sought.
Chapter 5 — “Conclusion and Recommendations” summarizes main issues of the paper, mentioning limitations of the study, pedagogical implications of using dictogloss technique to help students improve their listening skills, and suggestions for further studies.
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From the results of pre-test (Appendix 5) and the results of post-test (Appendix 6), the improvement of mean score of the students’ listening ability in pre-test and post-test was presented in the table below:
Table 4.1 The improvement of mean score of the students’ listening ability in pre-test and post-test
Students’ | Pre-test score Post-test score D = (M2- D?
As stated in table 4.1., it is “not difficult to see that the students obtained a considerably greater achievement in listening after taking this course with dictogloss Related to the result of students’ pre-test, the highest score was 8 and the lowest score was 2.8 From the result of post-test, the highest score was 9.2 and the lowest score was 4.8 In a naked-eye observation, it is easy to realize that there was an increase in all indexes through the tests In details, the highest score students achieved went up from 8 in the pre-test to 9.2 in the post-test (an increase of 15%). The lowest score also increased significantly from 2.8 in the pre-test to 4.8 in the post-test (increased by 71%)”.
The result obtained from SPSS is presented below:
Mean N Std Deviation] Std Error Mean [Pair 1 POSTSCORE 6.9800) 30 1.32493 24190)
PRETESTSCORE 5.5867 30 1.16256 21225 From the result, it can be concluded that the students’ mean score in pre-test was 5.59 and the mean score of post-test was 6.98 After doing the computation, the researcher found that there were differences in the results between the students’ mean score in pre-test and post-test The students’ mean score in post-test (6.98) was higher than students’ mean score in pre-test (5.59) The mean deviation between the mean score of pre-test and post-test was 1.35 Those showed that dictogloss listening was effective because there was a great progress in students’ score, and their achievement was greatly increased after the implementation.
In addition, there was also a significant progress by comparing the result of t- test to p-value This significant progress was presented in table 3 below:
95% Confidence (2- Std Std | Interval of the tailed) Deviatol Error Difference (p- Mean n Mean | Lower | Upper | t | df | value)
IE According to the result in table 4.3, p-values in two hypothesis tests are much smaller than the level of significance (p-value = 0.000 < t-test = 10.211 (also