Statement of the problem and rationale for the study
Language is a crucial communication tool for humanity, with English emerging as the primary global language over the past 50 years, particularly in Vietnam The demand for English has evolved from a focus on grammar for formal examinations to a necessity for daily communication and employment Despite the emphasis on equipping students with essential language skills for real-life situations, English teaching in Vietnam faces criticism due to students' limited ability to use the language outside the classroom The effectiveness of English as a foreign language education in secondary schools and universities is lacking, resulting in Vietnamese students generally exhibiting lower proficiency compared to their Asian peers Many struggle to communicate effectively or pursue English-language studies, which places them at a disadvantage in the international workforce, despite some achieving high scores in grammar-based exams yet failing to construct coherent sentences in writing and speaking.
The shortcomings in education highlighted in 2006 have motivated the researcher to explore effective methods for teaching English, ensuring that the instruction meets the specific needs of each language proficiency level.
Listening is a crucial skill in English as a Foreign Language (EFL), serving as a vital input for developing other language abilities It acts as a bridge to productive skills, facilitating the reception of information essential for learning a foreign language Without effective listening, students struggle to grasp essential input, hindering their overall learning process Research by Rivers and Morley (2008) highlights that we listen twice as much as we speak, four times as much as we read, and five times as much as we write, underscoring the prevalence of listening in daily life Moreover, listening is an integrative skill that plays a significant role in language acquisition, involving complex cognitive processes rather than mere sound perception Due to its intricate nature, many EFL learners find listening comprehension to be one of the most challenging skills to master, often facing difficulties in understanding and processing information.
As an English teacher at Clever School for nearly two years, I have observed that my secondary students struggle with listening skills, not only due to insufficient grammatical and prior knowledge but also because of ineffective language learning techniques A lack of background knowledge and cultural understanding further hinders their listening comprehension, leading to decreased motivation Therefore, it is crucial for educators to implement effective teaching strategies that engage students and enhance their listening proficiency Additionally, teachers should create more opportunities for students to develop their language skills, as the primary goal of English lessons in junior high is to cultivate communicative abilities in both spoken and written forms This foundation will empower students to effectively navigate daily language demands, such as reading newspapers and comprehending videos.
Recognizing the disparity between theoretical frameworks and the actual state of teaching listening skills, the researcher initiated a study on the Dictogloss method in listening lessons This research aims to enhance students' listening abilities and boost their motivation and attitudes toward learning English listening at a secondary school in Vietnam.
The article "Using Dictogloss Technique to Improve the Effectiveness of Eight-Form Students' Listening Comprehension" explores innovative methods to motivate Vietnamese secondary students in their listening skills It highlights the effectiveness of the Dictogloss technique, a multifaceted activity that enhances students' understanding and retention of spoken English during listening lessons While implementing this technique poses challenges for teachers due to various considerations, a well-structured lesson plan can significantly improve students' listening and communication abilities.
Aims and research questions
The major purposes of the study are
1 To explore whether Dictogloss technique is applicable
2 To explore the effect of Dictogloss technique in students‘ listening proficiency
3 To find out students‘ attitudes towards Dictogloss technique used in listening skills
With these initial targets, the result is expected to raise implications for teachers of English, students and educators
In order to achieve the aforementioned aims, the paper seeks the answers for the following research questions
1) What are the students‘ attitudes towards Dictogloss – applied listening lesson?
2) To what extent does Dictogloss technique help to enhance the effectiveness of students‘ listening comprehension?
The study hypothesizes that the Dictogloss technique enhances the listening comprehension skills of 8th-grade students at Clever School.
Significance of the study
Vietnamese researchers have conducted significant studies on English teaching and learning in an EFL context This research further enriches the existing body of knowledge by focusing on the implementation of the Dictogloss technique in listening lessons, thereby contributing to the broader field of language teaching in Vietnam.
Research on the effectiveness of Dictogloss in language teaching within the Vietnamese context is limited Nguyen (2013) conducted a study that specifically examined the impact of dictogloss tasks on grammar instruction The findings are anticipated to offer valuable insights for English teachers, particularly in enhancing listening skills This study aims to provide practical lessons and principles of the Dictogloss technique, presenting it as an innovative method for language educators to boost secondary school students' motivation in listening and effective communication Additionally, it can aid students in improving their listening comprehension and fostering cooperative learning.
Scope of the study
This study investigates the impact of the dictogloss technique on enhancing EFL listening skills among 8th graders at Clever School in Hanoi Focused on a limited participant group, the research aims to provide insights into effective language learning strategies within the constraints of time and resources.
The researcher focuses exclusively on the Dictoloss technique to improve students' listening comprehension skills, intentionally omitting other teaching methods or approaches from the study.
Methods of the study
To address the research questions, data were gathered through various methods including observations, student reflections, and face-to-face interviews This comprehensive analysis of the collected material provides valuable insights into the study.
A comprehensive analysis of various reference materials on listening comprehension and the Dictogloss technique has been conducted, taking into account the specific teaching and listening contexts of both teachers and students.
Secondly, the interviews and observation are carried out with the students to collect the most reliable data for the study.
Thesis organization
The study is divided into three parts: the Introduction, the Development and the Conclusion
The introduction outlines the problem identification, objectives, significance, and research methodology, while clearly defining the study's scope Additionally, it provides a concise overview of the research study's structure.
Part B: Development – consists of three chapters
Chapter one called “Literature review” reviews the theoretical background of the study It presents overview of listening comprehension and Dictogloss technique
Chapter two describes in details the research methodology which comprises the information of the research subjects, instruments for data collection and procedure for data collection
Chapter three presents results and the analysis of the collected data The results are the basement to determine the effects of using Dictogloss technique on teaching listening
This chapter closes the study by summarizing the main contents and providing suggestions for further study.
LITERATURE REVIEW
Listening comprehension in ESL
The study of listening comprehension encompasses various approaches and interpretations This research specifically investigates listening comprehension, which Clark (1977, cited in Xu, 2011, p.161) defines in both narrow and broad terms.
Comprehension encompasses two main aspects: in its narrow sense, it refers to the mental processes through which listeners absorb spoken sounds and interpret the speaker's intended message In a broader context, comprehension extends beyond mere interpretation, as listeners typically apply their understanding to engage with the content actively.
In the study, the two terms ―listening comprehension‖ and ―listening skill‖ are used as alternative terms
Listening has been so far considered as one of the most important language skills Feyten (1991) indicated that ―listening time accounts for more than
Listening constitutes 45% of our communication time, highlighting its crucial role in language learning and overall language proficiency Despite its significance, many researchers overlook the importance of listening skills Scholars have diverse perspectives on the concepts of "listening" and "listening comprehension," resulting in a range of definitions that seek to clarify what listening truly entails.
Listening is an active process that involves interpreting both verbal and nonverbal messages, as defined by Nunan (1998) This process requires a range of skills, including prediction, hypothesizing, checking, revising, and generalizing, similar to those needed for reading and writing Consequently, effective listeners actively choose what information to focus on and how to interpret the messages they receive.
According to O'Malley, Chamot, and Kupper (1989), listening comprehension is an active and conscious process where listeners construct meaning by utilizing contextual cues and their prior knowledge This indicates that listeners not only receive information but also actively engage with the message to understand it Ultimately, the goal of listening comprehension is for learners to articulate and write about what they have heard, demonstrating their understanding of the content.
Listening is a crucial language skill that encompasses various sub-skills beyond just hearing It involves decoding sounds and grasping their meanings Therefore, students must develop the ability to follow verbal instructions, infer word meanings, listen for details and sequences, extract main ideas, distinguish between facts and opinions, and identify the speaker's mood (Abelleira, 1987).
1.1.2.1 Listening is more than hearing
Hearing is an automatic response to sound waves, but listening is a complex activity that involves more than just receiving sound The listening process encompasses various factors, including intellectual, emotional, and social elements Additionally, the context of the conversation—who is speaking, when, where, and why—plays a significant role in the listening experience Thus, listening is an active intellectual process that requires decoding, interpreting, understanding, and evaluating messages, making it far more intricate than simply absorbing audio signals.
1.1.2.2 Listening has a strong attachment to other skills
The primary goal of language learning is to enhance the four essential skills: listening, speaking, reading, and writing, supported by a strong vocabulary and grammar foundation However, the ultimate aim is for speakers to effectively use the language in communication Many learners may excel in reading and writing yet struggle with verbal expression According to Aderson and Lynch (1988), effective speaking relies on successful listening; if these skills are treated separately, communication falters Additionally, listening and reading comprehension are interconnected receptive skills that involve both physical and analytical processes Therefore, these four skills are interdependent, as mastering listening is crucial for understanding spoken language and engaging in conversations To foster language proficiency, learners should have ample opportunities to practice and integrate all skills in their communication efforts.
Listening skills are essential in learning a foreign language, as they enable learners to receive crucial language input According to Krashen, Terrell, Ehrman, and Herzog (1984), language acquisition occurs when students are exposed to sufficient comprehensible input, highlighting the significance of effective listening in the language learning process.
As an input skill, listening has made great contribution to students‘ language development Rost (1994) emphasizes this importance of listening
“Listening is vital in the language classroom because it provides input for the learners Without understanding the input at the right level, any learning simply cannot begin”
Brett (1997:39) shares the same view with Rost that listening is one of the most important sources of input that a human brain has He states that
Listening is a fundamental language skill crucial for effective communication and plays a significant role in the language acquisition process As the primary medium for input in language learning, enhancing students' listening abilities accelerates their capacity to perceive speech, ultimately increasing the amount of input they receive This, in turn, supports and facilitates their overall language acquisition.
Listening is a crucial skill in language learning, as highlighted by Morley (2001), who notes that individuals practice listening nearly twice as much as speaking and four to five times more than reading and writing in a typical day Numerous studies, including those by Anderson and Lynch (1988), Dunkel (1991), and Michael Lewis (1993), further emphasize the significance of listening in effective communication.
Listening plays a crucial role in language teaching and learning, serving as both a receptive skill and a foundation for developing spoken language proficiency Therefore, it is vital for language teachers to equip students with effective listening skills.
Overview of current teaching and learning ESL learning situation in
situation in Vietnam 1.2.1 Current teaching and learning ESL learning situation in
In Vietnam, English becomes a compulsory subject starting in Grade 3, with curricula and textbooks redesigned to emphasize comprehensive skills and communication rather than just grammar Despite these changes, many schools continue to prioritize grammar, reading, and vocabulary, leading to a neglect of listening and speaking skills in lesson plans As a result, English teaching and learning in Vietnam remain heavily focused on grammar and examinations, with assessments primarily testing students' knowledge of grammatical structures and vocabulary rather than their overall language proficiency (Luu, 2011).
In Vietnam, language skills are typically taught in isolation at most language schools, leading to a lack of focus on the interrelationship between listening, speaking, reading, and writing Listening is often separated from speaking, despite the fact that these skills are inherently connected in real-life interactions According to Aderson and Lynch (1988), effective speaking relies on proficient listening; when these skills are taught separately, conversations can falter As a result, many Vietnamese students, despite excelling in English tests, struggle to communicate effectively with foreigners in everyday conversations (Nguyen).
The Vietnamese English classroom is characterized as a "cultural island," where a teacher-centered approach dominates (Le, 2000) This environment places significant responsibility on teachers, who are tasked with designing syllabi, setting learning objectives, imparting knowledge, and conducting assessments Consequently, students often adopt a passive role, becoming mere imitators rather than active learners Furthermore, the lack of an English-speaking environment in Vietnam leads to a focus on knowledge acquisition rather than fostering the practical ability to use the English language effectively.
1.2.2 Problems of teaching and learning listening comprehension in
Of the four language basic English language skills (listening, speaking, reading and writing), listening skill seems to be the most challenging skill to be acquired by Vietnamese students
Students and teachers often exhibit negative attitudes towards listening comprehension, which significantly impacts learning outcomes Students face numerous challenges, such as difficulty identifying main ideas, extracting specific information, and understanding vocabulary within listening texts Additionally, they struggle to recognize the communicative purposes of these texts, leading to a lack of interest in developing listening skills (Nguyen, 2008) On the other hand, teachers tend to focus solely on assessing listening skills rather than providing effective instruction, often presenting questions or materials without adequate explanation This approach leaves students overwhelmed, as they cannot fully process the information due to limited vocabulary, grammar, and background knowledge, and they lack time to reflect on what they have heard Furthermore, teachers may assign materials that are too advanced for students, setting unrealistic expectations that result in frustration and disengagement from lessons.
Students often struggle with listening skills due to ineffective teaching methods and a lack of engaging strategies employed by educators When teachers fail to implement effective listening instruction, students may find the learning process uninteresting and inadequate for enhancing their listening comprehension abilities.
The factors outlined significantly influenced teaching practices and outcomes, particularly in the adoption of a new, learner-centered pedagogical approach Given the increasing demand for English communication skills today, urgent changes are needed in educational settings This transformation must focus on shifting teachers' classroom practices to promote a more active learning environment.
As a researcher, I believe that an appropriately implemented dictogloss listening lesson can significantly enhance students' positive attitudes toward listening skills and improve their overall effectiveness in learning to listen.
1.3 General concepts of Dictogloss technique
Dictogloss, introduced by Ruth Wanjryb in 1990, serves as an innovative approach to teaching grammar and has since evolved to enhance listening comprehension, text reconstruction, and integrated skills, promoting cooperative learning and learner autonomy (Vasiljevic, 2010) This method shifts the teacher's focus from merely assessing comprehension to fostering deeper understanding among learners (Prince, 2013) Wilson (2003) highlights dictogloss as a practical, student-centered strategy for addressing perceptual errors Additionally, Vasiljevic (2010) emphasizes that dictogloss addresses the challenges of teaching English listening, which is often evaluated but seldom effectively taught, by combining listening comprehension instruction with assessments of students' listening abilities.
2010, p 46) The following section will describe the usual dictogloss procedure to explain why this technique can be used with multiple aims in a lesson
Dictogloss is an engaging language learning activity that involves four key phases Initially, students explore the topic and engage in preparatory work Next, they listen to a brief text two times: the first listening is for comprehension without note-taking, and the second allows them to jot down important details Following this, students collaborate in pairs or groups to reconstruct the text based on their notes Finally, they compare their versions with each other and the original text to enhance their understanding and accuracy (Wajnryb, 1990; Wilson, 2003).
During the preparation stage, teachers provide clear instructions and organize students into groups prior to the listening activity, which helps familiarize them with both known and new vocabulary related to the topic This approach enhances students' receptiveness during the listening phase According to Jimenez and Perez (2012), effective vocabulary acquisition necessitates consistent exposure to various texts through multiple means, ensuring that students can comprehend and engage with the material.
During the listening stage, students initially listen to a text read at normal speed without taking notes, allowing them to focus on understanding the overall meaning (Kondo et al., 2012; Prince, 2013) In the subsequent listening, they are encouraged to take notes on key words, which aids in reconstructing the text effectively.
The reconstruction stage encourages collaborative learning, allowing students to work in small groups to recreate a text using shared resources During this process, they take notes, refine their version, and check for grammar and coherence while teachers monitor for grammatical errors without offering direct language input According to Smith (2011), this stage fosters interaction and idea sharing among learners However, Nakamura (2008) warns that insufficient vocabulary may hinder students' ability to recognize many words Therefore, it is crucial for the listening material to match students' proficiency levels, and the preparation stage should familiarize them with the topic and key vocabulary.
The final stage of the process involves correction and analysis, where students compare their reconstructed texts with those of other groups and the original text It is crucial that learners do not view the original text until they have completed their own analysis, ensuring a deeper understanding and more meaningful corrections.
Several advantages of dictogloss have been discussed Jacobs and Farrell
(2003, p 2) summarize the advantages of dictogloss as:
Dictogloss, when applied thoughtfully, reflects key principles of effective language teaching, such as promoting learner autonomy, fostering collaboration among students, integrating curricula, emphasizing meaning, embracing diversity, enhancing critical thinking skills, utilizing alternative assessment methods, and positioning teachers as co-learners.
The dictogloss technique is an effective method for integrating individual and group activities, allowing learners to engage all four language skills—listening, speaking, reading, and writing—during the task (Vasiljevic, 2010) Additionally, it facilitates a transition from semantic processing, which is crucial for comprehension, to grammatical processing, essential for language production (Kowal & Swain, 1994).
METHODOLOGY
Setting of the study
A study was conducted at Clever School in Hanoi, which offers English classes to nearly 600 students aged 11 to 15 across 31 classes As a private center, Clever School provides excellent teaching and learning conditions, equipped with modern technologies like projectors, TVs, CD players, and internet-enabled computers Class sizes are limited to 20 students, ensuring that learners are grouped by similar English proficiency levels through a careful placement test The study specifically investigates student attitudes toward dictogloss lessons and evaluates how this technique can enhance English learning outcomes.
Participants
The study focused on 18 eighth-grade students at Clever School in Hanoi, all aged 14 and with at least five years of English study Comprising 13 females and five males, these students possess a similar proficiency level and are known for being diligent and sociable While they enjoy learning English, they exhibit a negative attitude towards listening skills The students are using the course book "My World 4," which features 16 units, each including a listening component designed to enhance their listening abilities through a variety of texts.
Clever School employs approximately 10 English teachers, among whom the head English teacher of class M5 was selected as a participant for this study With two years of experience teaching English to secondary students, she possesses a strong understanding of modern language teaching methodologies Additionally, she is adept at addressing classroom challenges, organizing engaging class activities, and is open to adopting new teaching methods to enhance student progress.
Data collection methods
The Dictogloss technique in listening lessons significantly enhances students' listening comprehension and fosters greater engagement and autonomy By applying this method, students not only improve their listening skills but also develop a positive attitude towards learning, as it encourages them to relate the input to real-world contexts Additionally, students are provided with opportunities to express their opinions about this technique, further contributing to their learning experience.
This qualitative research involved classroom observations, student reflections, and face-to-face interviews with both students and the teacher, focusing on the use of the dictogloss technique in listening lessons These methods enabled the researcher to gather qualitative data effectively, facilitating easier summarization, analysis, and reporting Additionally, participants were able to share their attitudes towards listening lessons enhanced by the implementation of the dictogloss technique.
Observation is a key research method used to gather data by engaging with individuals or groups in their natural settings (Potter, 1996) In this study, observations were carried out during listening lessons to assess students' comprehension and attitudes Detailed field notes were taken to support the observations, focusing on the teaching and learning processes utilizing the Dictogloss technique The researcher conducted observations across four different listening lessons with the same students and teacher, dedicating 60 minutes to each session A checklist was created to document teachers' activities and student engagement throughout the Dictogloss listening lessons.
At the conclusion of each lesson, the researcher provided reflection sheets for students to express their thoughts on the dictogloss technique used during the lesson This reflective practice aimed to identify factors such as students' challenges, preferences in listening activities, and the pros and cons of dictogloss lessons compared to traditional methods they previously experienced Additionally, it offered students an opportunity to communicate their expectations to the teacher Through this process, the researcher aimed to gain insights into the practical application of the dictogloss technique in a classroom setting.
The researchers conducted interviews with both students and the teacher, following classroom observations and student reflections As defined by Brinkmann (2008), an interview is a conversational practice that generates knowledge through interaction Most questions were open-ended, allowing respondents to elaborate in unexpected ways (Nunan, 1992) By focusing on open questions about the role of listening and attitudes toward the dictogloss technique, the researchers aimed to assess the effectiveness of students' listening skills in lessons utilizing this method.
The analysis of data gathered from classroom observations, student reflections, and interviews revealed students' attitudes toward the Dictogloss technique in listening skills Additionally, the study explored how the Dictogloss method impacts the enhancement of students' listening proficiency.
Qualitative data analysis
In qualitative research, raw data is collected from interview transcripts and archival notes (Vierra et al., 1998) This study focuses on qualitative data derived from students' reflections and semi-structured interviews about their effectiveness in learning listening comprehension and their attitudes toward the dictogloss technique used in listening lessons Initially, responses were gathered in Vietnamese and then transcribed The collected data was compiled and analyzed using NVivo software for qualitative analysis To maintain privacy and confidentiality, all focus group interviews were anonymously transcribed into Vietnamese, and themes were developed based on constructs from the research questions and literature review.
RESULTS OF DATA ANALYSIS AND DISCUSSION
The students’ attitudes towards Dictogloss – applied listening lessons
The data collected from three sources at the end of the course indicated that most students actively participated in the lessons and maintained a positive attitude towards dictogloss tasks This positive perception can be attributed to several factors, including the effectiveness of dictogloss in enhancing students' listening skills and their overall experience while performing these tasks.
3.1.1 Dictogloss tasks foster students’ interest for listening comprehension
The implementation of dictogloss lessons has significantly enhanced students' listening comprehension, with many expressing enthusiasm and support for this technique Students found dictogloss to be an engaging method; one noted, "I really love the reconstruction stage It is very interesting and I have a chance to work with my friends." Another emphasized the value of discussing the topic prior to listening, stating, "I really want to show my understanding about the topic." Reflections and class observations corroborate this positive feedback, as students reported enjoying collaboration and completing exercises more efficiently Overall, dictogloss procedures effectively boost student motivation by addressing diverse learning needs in listening comprehension.
Listening lessons significantly impact student engagement, particularly in topics like "advantages and disadvantages of playing sports" and "activities after school," which students found interesting In contrast, more challenging subjects such as "smoking in public" and "recycling" elicited less enthusiasm, with one student expressing boredom and a preference for more relatable topics like "teenager's life" or "advantages of Facebook." Another student noted that easier topics, like discussing favorite sports, made them feel more comfortable and improved their listening skills This feedback highlights the importance of selecting suitable topics that align with students' interests, prompting the teacher to adapt lesson themes from the second to the fifth session to better engage learners.
Some students expressed dissatisfaction with the dictogloss technique, showing a lack of engagement during lessons This disengagement stemmed from their indifference towards lesson structure and a struggle to adapt to the new learning method, which required a shift in their established study habits Observations indicated that several students found it challenging to participate in class activities and cope with the various tasks involved in the dictogloss process.
3.1.2 Dictogloss tasks: challenging but interesting
While most students appreciated dictogloss procedures, some found them challenging, with one stating, "I found it very hard to listen and take notes at the same time." Observations revealed that students struggled with the note-taking aspect, often attempting to write full sentences instead of just key words, highlighting the need for clearer instructions Additionally, students expressed difficulties in reconstructing the text accurately, with comments like, "it's hard for me to follow the listening text" and "I don't know this topic much, so it is very difficult for me to speak before listening." Despite these challenges, many students acknowledged the value of dictogloss tasks, stating that they were difficult yet enjoyable, with sentiments such as, "although it was difficult, I enjoyed the activity very much" and "the technique helped me develop my listening skills."
The roles of Dictogloss tasks in improving the effectiveness of students’
3.2.1 Dictogloss tasks increase students’ comprehension of the information heard
The study highlights the effectiveness of dictogloss tasks in enhancing participants' listening comprehension skills By incorporating these tasks, students were provided with alternative methods to grasp aural information more effectively Reflections from students further support this finding; one student noted that receiving key words at the start of the lesson boosted their confidence and understanding of the topic, making listening easier Another student emphasized the importance of supplementing vocabulary and grammatical structures prior to listening, underscoring the value of preparatory strategies in improving comprehension.
Dictogloss tasks play a crucial role in enhancing listening comprehension skills, as emphasized by Feyten (1991), who highlights the importance of the listener's active engagement in understanding aural information These tasks provide students with essential vocabulary at the outset, enabling them to follow, comprehend, and reconstruct the listening text effectively Wajnryb (1990) further notes that this preparation stage makes learners more receptive to the subsequent listening activity The reconstruction phase not only boosts participants' comprehension but also allows them to analyze and correct their mistakes during retelling One student remarked that this stage significantly deepened their understanding of the information heard Overall, the findings underscore the effectiveness of Dictogloss tasks in fostering a greater comprehension of listening materials.
3.2.2 Dictogloss tasks offer students different strategies to develop listening comprehension skills
The observation of listening classes utilizing the dictogloss method highlights the effectiveness of specific strategies employed by students to enhance their comprehension of key events in the listening text According to Wanjryb (1990), students should listen to the text at least twice; during the first listening, they focus solely on understanding the main ideas without taking notes This initial phase encourages students to grasp the overall gist of the content (Kondo et al., 2012) In the second listening, students are permitted to take notes, allowing them to identify and document key words related to the text This approach demonstrates that the strategies students use during the listening process play a crucial role in their ability to understand and reconstruct the text effectively.
3.2.2 Dictogloss tasks offer students different strategies to develop listening
Dictogloss tasks improve students interactions in listening lessons
Many students expressed a strong interest in collaborating in groups to reconstruct the text to closely resemble the original version They recognized the benefits of working together, highlighting the advantages of collaborative efforts in enhancing their understanding and skills.
Many students find that working in groups enhances their understanding of new vocabulary and content One student noted that collaborating with friends allows for skill sharing and listening to diverse ideas, leading to quicker task completion Others expressed a preference for the 'output stage' of dictogloss lessons, highlighting the enjoyment of reconstructing information together and the freedom to express individual thoughts Overall, students agree that cooperative learning makes the educational experience more enjoyable and effective.
The study revealed that most students were highly engaged in the integrated lesson format, supporting Vasiljevic's (2010) assertion that dictogloss addresses the shortcomings of traditional teaching, where skills are taught in isolation Students preferred dictogloss for listening lessons over conventional methods, valuing the diverse activities that combined individual and group work with reading, writing, and speaking, all tailored to their levels and stimulating their learning In classes utilizing the dictogloss technique, students not only honed their listening skills but also practiced speaking and writing One student noted, "I like the way the teacher gave the lessons In listening class, I do not only listen but also practice speaking and writing." Another added, "My teacher creates chances for me to share our understanding about the topic I find my speaking ability improve a lot." Many students expressed a preference for skills-integrated learning, emphasizing that solely focusing on reading, writing, or listening was monotonous.
Dictogloss helps to direct students’ focus on both meaning and form of the language
The findings of this study also suggest that dictogloss helps to direct students‘ focus on both meaning and the form of the language (Brown, 2001; Swain,
In a study on dictogloss lessons, students reported that the integration of various activities—listening to texts, writing reconstructions, and engaging in comparative analysis—enhanced their language learning experience They not only acquired new vocabulary and grammatical structures but also compared their language use with that of native speakers, allowing for necessary adjustments One student noted that receiving teacher feedback enabled them to understand grammar patterns more intuitively, making it easier to remember than traditional textbook methods Overall, dictogloss promotes deeper engagement with language forms through collaborative listening and note-taking.
Dictogloss tasks help to develop students’ critical thinking and autonomy 31
The observation and interviews indicated that dictogloss activities are centered around students, with teachers acting as facilitators This approach fosters student autonomy, critical thinking, and personal identity in learning Students expressed that they need to think critically and rely on their background knowledge to engage in discussions, highlighting the importance of having a broad knowledge base to contribute effectively Many students appreciated learning from their peers, noting that their classmates often present interesting ideas and better English skills Additionally, students reported feeling more excited and motivated to prepare for future lessons after each dictogloss session, demonstrating a positive development in their autonomy.
PART C: CONCLUSION, IMPLICATIONS AND SUGGESTIONS
This section summarizes the key implications of the research, offers recommendations for technique application, and discusses suggestions for future studies Ultimately, it concludes the findings of the study.
Implications of the study
Having concluded the results of the research, the findings lead to some implications for the innovative teaching of listening using Dictogloss technique
To effectively teach listening through Dictogloss tasks, educators must tailor the activities to match their students' levels and present them in an engaging manner At the outset, it is essential for teachers to clearly outline the roles, objectives, and procedures of Dictogloss activities to ensure students understand their purpose For learners who may struggle with grasping the instructions independently, incorporating explanations throughout the task can be beneficial Ultimately, the encouragement and support provided by teachers play a vital role in fostering students' active participation in Dictogloss tasks.
From the results of the present study, Dictogloss technique is seen to provide learners with various opportunities to engage in productive language process
Listening serves as the foundation for writing, speaking, and reading activities, making it essential in language learning Dictogloss is a highly recommended task that engages all four communicative skills within a student-centered learning environment.
The dictogloss technique in teaching has proven to offer numerous benefits, but both students and teachers have identified certain drawbacks To address these challenges, the researcher proposes several suggestions aimed at enhancing the effective application of the dictogloss technique in educational settings These recommendations are intended to assist teachers in maximizing the technique's potential in their classrooms.
Preparing for a dictogloss lesson can be time-consuming, as it requires teachers to act as facilitators who must understand student needs, group students effectively, and provide support during the text reconstruction phase These tasks can be more challenging than traditional listening lessons, making careful lesson preparation essential By considering various factors beforehand, teachers can anticipate potential issues and ensure that the lesson runs smoothly.
The implementation of dictogloss in listening lessons marked a challenging transition for both the teacher and students, who had to shift from traditional teaching and learning habits Despite the high motivation among students to learn English, they struggled initially to transform from passive listeners to active participants Fortunately, with the guidance of a supportive teacher, most students eventually adapted to the new teaching technique However, not all students embraced the change; two expressed their dislike for group work, citing frustrations such as wasted time and distractions from peers This feedback prompted the teacher to reconsider how to organize group activities that engage and motivate all students effectively.
Limitations of the study
This study highlights key aspects of students' attitudes towards listening and the effectiveness of Dictogloss in improving listening comprehension, although it acknowledges certain limitations.
The study offers a limited perspective based on the opinions of just eighteen students, indicating that the small sample size is insufficient for drawing broad conclusions.
The participants selected for this study do not represent the broader population of Vietnamese secondary students, as the research was conducted in a language center in Hanoi, which has distinct infrastructure and conditions compared to typical secondary schools in Vietnam The well-prepared teaching and learning environment, along with limited class sizes of 20 students, facilitates effective communicative activities for teachers.
At Clever School, students have the unique opportunity to engage with the dictogloss technique for listening practice, a method not commonly utilized in official schools across Vietnam As a result, many students find dictogloss unfamiliar and challenging due to the lack of frequent practice If given more opportunities to experience dictogloss tasks, their perceptions and confidence in using this technique could significantly improve.
The study's methodology, which included interviews, student reflections, and short-term observations, is insufficient for a comprehensive understanding of students' attitudes toward dictogloss and their improvement in listening comprehension skills Consequently, the findings do not support broad generalizations Future research with a larger sample size and extended duration could address these limitations effectively.
Suggestions for further studies
This study highlights the effectiveness of dictogloss in enhancing listening comprehension skills Additionally, it identifies several areas for future research that could further explore this teaching method's potential.
Variations of Dictogloss present opportunities for further research into effective strategies for teaching listening skills This study also highlights the potential to adapt Dictogloss techniques to enhance other language skills, including reading, writing, and speaking Notably, Dictogloss is recognized as a task that integrates all four communicative skills within a student-centered language learning environment.
The present study highlights significant findings for English teachers focused on enhancing listening comprehension skills Dictogloss presents an innovative approach to teaching English through engaging listening activities This method proves to be an effective strategy for improving listening comprehension among language learners Consequently, it offers teachers a valuable opportunity to explore how students utilize dictogloss tasks to better understand English texts.
Conclusions
This study investigated the use of the dictogloss technique to enhance listening comprehension skills among eighth graders It aimed to assess students' attitudes towards dictogloss tasks and evaluate their effectiveness in improving listening skills.
Students' attitudes towards the dictogloss technique in listening lessons indicate that its use significantly enhances listening comprehension Data from interviews and observations reveal that most students are highly engaged and interested during these classes The study highlights that various dictogloss tasks not only motivate students but also make listening instruction enjoyable, fun, and communicative.
The dictogloss technique significantly enhances students' listening comprehension by providing valuable input and improving listening performance Continuous practice with dictogloss tasks equips students with effective listening strategies, leading to gradual improvements in their listening abilities after each lesson This method not only prepares students for better results in listening exams but also enhances their communication skills for future use.
The study highlights that dictogloss tasks are effective tools for improving students' listening comprehension through meaningful activities By incorporating these tasks into lessons, teachers can enhance the communicative skills of learners, ultimately boosting their listening comprehension effectiveness.
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Appendix I INTERVIEW QUESTIONS AND SOME KEY ANSWERS
I: Why do you learn listening? Is it important in learning?
- S: yes, I think listening is important because it helps me a lot in improving my pronunciation
Listening is essential for generating interesting ideas, which in turn enhances both writing and speaking skills Without a wealth of ideas, effective communication becomes challenging, making the ability to listen critically important for personal expression.
- S: sometimes, I can learn a lot of vocabulary and grammar structures through the listening text So it‘s very necessary for me to learn listening
- S: Listening a lot can help me master my intonation in my speaking I want to have a natural voice like a native speaker
I: Do you find it interesting and easy to learn listening comprehension using dictogloss technique? Which stage in dictogloss procedure do you like most?
- S: I really love the reconstruction stage It is very interesting and I have chance to work with my friends I can learn a lot of thing
- S: I like speaking about the topic before listening very much I really want to show my understanding about the topic.‖
- S: although it was difficult, I enjoyed the activity very much
- S: although it was challenging, I enjoyed it and it was good to study at our own space‖
I enjoy the reconstruction stage the most because it allows me to learn alongside my friends This phase is engaging, and everyone in my group feels comfortable sharing their ideas on the topic Most importantly, I gain a wealth of new vocabulary from my peers.
I appreciate the teacher's engaging lesson delivery, particularly in listening class, where I actively practice speaking and writing Group discussions with my friends enhance my learning experience significantly.
- S: in listening lessons, besides listening, my teacher also create chances for me to share our understanding about the topic I find my speaking ability improve a lot
- S: I like the skills-integrated learning method, and I love speaking It‘s so boring when I just learn reading, writing or listening only
- S: It can be interesting and challenging to study by using various activities rather than only listening and doing exercises
I: How do you describe a typical dictogloss listening lesson? What do you think it would be effective for your listening comprehension?
In our listening class, the teacher begins by allowing time for discussion about the topic, followed by two listenings without note-taking On the third listening, we jot down key words, then collaborate in groups of four to retell the content Each group presents their retelling, leading to a class discussion where we share our insights on the listening text This emphasis on discussion enhances our speaking skills and helps us better understand the material through the background knowledge gained.
- S: the technique provides me with various useful listening strategies like taking notes, listening for gist …to help me improve my listening skills a lot
I see my improvement in listening after each lesson
- S: in some listening texts, I don‘t need to understand the whole text but main ideas of the text to answer the questions my teachers gave
- S: I think the students with better understanding of social knowledge will comprehend the listening text better
- S: I think it‘s necessary to supplement the vocabulary and some grammatical structures before listening
- S: I have to think a lot before listening, I need my background knowledge to talk about the topic Learning grammar only is not enough
I: What do you benefit from performing dictogloss tasks conducted in the past 5 weeks?
Providing key words at the start of a lesson significantly boosts my confidence in listening This approach enhances my understanding of the topic, making it easier to grasp the information being presented.
Collaborating with friends in group settings allows me to share my skills while also valuing their ideas Working together is often more efficient than tackling tasks individually, enabling us to solve problems more quickly.