Statement of the problem and rationale for the study
Language is the most vital communicative tool for humanity, with English emerging as a crucial medium for international communication Over the past 50 years, English has evolved into the first truly global language, leading to a significant increase in its necessity in Vietnam The focus of Vietnamese learners has shifted from grammar-centric studies aimed at excelling in formal examinations to a greater need for practical communication skills in daily life and employment Despite the objective of English teaching to prepare students for real-life communication and to equip them with essential skills and knowledge, the effectiveness of English as a foreign language (EFL) education in Vietnam is widely criticized Vietnamese students often demonstrate lower proficiency compared to their peers in Asia, struggling to communicate or engage in English-language academic programs, which puts them at a disadvantage in the international workforce While some students excel in grammar-based tests, they frequently fail to construct coherent sentences in both written and spoken English.
The shortcomings in education have prompted the researcher to explore effective methods for teaching English that cater to the specific needs of each language proficiency level.
Listening is a vital language skill in English as a Foreign Language (EFL), serving as essential input for developing other language abilities It acts as a bridge to productive skills, enabling learners to acquire information crucial for mastering a foreign language Without comprehending this input, students struggle to learn effectively Research by Rivers and Morley (2008) highlights that we listen twice as much as we speak, four times more than we read, and five times more than we write, underscoring the prevalence of listening in daily life Moreover, listening is an integrative skill that plays a significant role in language acquisition, involving a complex process beyond merely perceiving sounds Due to its intricate nature, many EFL learners find listening comprehension to be one of the most challenging skills to develop, often encountering difficulties in understanding information and improving their listening abilities.
As an English teacher at Clever School for nearly two years, I have observed that my secondary students struggle with listening comprehension due to a combination of insufficient grammatical knowledge, limited prior exposure to English, and ineffective learning techniques Additionally, a lack of background knowledge and cultural understanding further hinders their listening skills, leading to decreased motivation to engage with the material Consequently, it is crucial for educators to identify and implement effective strategies to enhance students' listening abilities.
To enhance student engagement and improve listening proficiency, teachers can implement three effective teaching approaches that make lessons more interesting It is essential for educators to create opportunities for students to master language skills, as the primary goal of English lessons in junior high school is to develop communicative abilities in both spoken and written forms By doing so, students will gain the necessary skills to use language effectively in everyday situations, such as reading newspapers and comprehending videos.
Recognizing the disparity between theoretical approaches and the actual teaching of listening skills, this research project explores the application of Dictogloss in listening lessons The aim is to enhance students' listening abilities and boost their motivation and attitudes towards learning English at a secondary school in Vietnam.
The article explores the use of the Dictogloss technique to boost listening comprehension among Vietnamese secondary students, aiming to increase their motivation for learning Research indicates that this method, which integrates multiple skills (Vasiljevic, 2010), significantly enhances students' understanding and retention of spoken English during listening activities While implementing the Dictogloss technique can be challenging for teachers due to various factors, a well-structured lesson plan can lead to improvements in both listening and communication skills for students.
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 research hypothesis posits that the Dictogloss technique enhances the listening comprehension skills of 8th-grade students at Clever School.
Significance of the study
Vietnamese researchers have significantly advanced the study of English teaching and learning within the EFL context This research further enriches the existing literature by focusing on the implementation of the Dictogloss technique in listening lessons, contributing to the broader field of language teaching in Vietnam.
Limited research has explored the effectiveness of Dictogloss in language teaching within the Vietnamese context Notably, Nguyen (2013) investigated dictogloss tasks and their impact on grammar instruction The findings are anticipated to offer significant practical benefits for English teachers, particularly in enhancing listening skills This study aims to provide educators with valuable lessons and principles related to the Dictogloss technique, positioning it as an innovative method to boost secondary school students' motivation for listening and improve their communication skills Additionally, it serves as a useful tool for students to enhance their listening comprehension and foster 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, a language institution in Hanoi Focused on a limited group of participants, the research aims to provide insights into effective listening strategies within the constraints of time and resources.
The researcher focuses exclusively on the Dictoloss technique to improve students' listening comprehension skills, while exploring other methods for teaching listening skills falls outside the scope of this study.
Methods of the study
To address the research questions, data were analyzed from various sources, including observations, student reflections, and face-to-face interviews with students.
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 addresses the problem identification, outlines the objectives and significance of the research, and describes the methodology employed It also delineates the study's scope and provides a concise overview of the research framework.
Part B: Development – consists of three chapters
Chapter one called “Literature review” reviews the theoretical background of the study It presents overview of listening comprehension and Dictogloss technique
Chapter two describes in details the research methodology which comprises the information of the research subjects, instruments for data collection and procedure for data collection
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 examines listening comprehension, which is comprehensively defined by Clark (1977, cited in Xu, 2011, p.161) through both narrow and broad perspectives.
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 constructed meanings in practical ways.
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 communication time, highlighting its critical role in language learning and overall language proficiency Despite its significance, many researchers tend to overlook listening as a vital skill Scholars offer 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 skills similar to those used in writing and reading, including prediction, hypothesizing, checking, revising, and generalizing Consequently, effective listeners actively choose what information to focus on and interpret the messages they receive.
O'Malley, Chamot, and Kupper (1989) emphasize that listening comprehension is an active and conscious process where the listener constructs meaning by utilizing contextual cues and prior knowledge, while employing various strategic resources to meet task requirements This indicates that listeners not only receive input but also actively engage with the message to achieve understanding Ultimately, the goal of listening comprehension is for learners to articulate and write about what they have heard after listening.
Listening is a complex language skill that encompasses various sub-skills beyond mere hearing It involves decoding sounds and grasping their meanings To enhance their listening abilities, students should focus on skills such as following verbal instructions, inferring word meanings, listening for details and sequences, extracting main ideas, distinguishing facts from opinions, and identifying the speaker's mood (Abelleira, 1987).
1.1.2.1 Listening is more than hearing
Hearing is an automatic process triggered by sound waves, while listening is a complex activity that involves intellectual, emotional, and social factors The context of who is speaking, when, where, and why plays a crucial role in the listening process Thus, listening transcends merely absorbing audio signals; it is an active intellectual endeavor that includes decoding, interpreting, understanding, and evaluating messages.
1.1.2.2 Listening has a strong attachment to other skills
The primary goal of language learning is to enhance the four essential skills: listening, speaking, reading, and writing, supported by a strong vocabulary and grammar foundation However, the ultimate aim extends beyond these skills; it is to enable speakers to effectively use the language in real-life situations Many learners may excel in reading and writing but struggle with communication and self-expression According to Aderson and Lynch (1988), effective speaking is closely linked to successful listening, and when these two skills are disconnected, conversations can falter.
Listening and reading comprehension are essential receptive skills that involve both physical and analytical processes These skills are interconnected, as the primary aim of learning listening is to understand spoken English for effective communication Therefore, it is crucial for learners to have opportunities to practice and integrate all four language skills—listening, reading, speaking, and writing—during conversations.
Listening skills are essential in foreign language learning, 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.
As an input skill, listening has made great contribution to students‘ language development Rost (1994) emphasizes this importance of listening
“Listening is vital in the language classroom because it provides input for the learners Without understanding the input at the right level, any learning simply cannot begin”
Brett (1997:39) shares the same view with Rost that listening is one of the most important sources of input that a human brain has He states that
Listening is a fundamental language skill that plays a crucial role in the language acquisition process As the primary medium for input in language learning, effective listening enhances students' ability to perceive speech By improving listening skills, students can increase their language input, ultimately facilitating their overall language acquisition.
According to Morley (2001), listening is utilized nearly twice as much as speaking and four to five times more than reading and writing in an average day Numerous studies, including those by Anderson and Lynch (1988), Dunkel (1991), and Michael Lewis (1993), highlight the critical role of listening in language learning and effective communication.
Listening is a crucial component of language teaching and learning, serving not only as a receptive skill but also playing a vital role in the development of spoken language proficiency Therefore, it is imperative for language teachers to equip students with the tools they need to become effective listeners.
Overview of current teaching and learning ESL learning situation in
1.2.1 Current teaching and learning ESL learning situation in
In Vietnam, English becomes a mandatory subject starting in Grade 3, with syllabi and textbooks revised multiple times to shift the focus from traditional grammar to comprehensive communication skills Despite these efforts, many schools continue to prioritize grammar, reading, and vocabulary over listening and speaking skills, leading to a persistent grammar and examination-focused approach in English teaching Consequently, English assessments predominantly evaluate students' understanding of grammatical structures and vocabulary rather than their overall language proficiency.
In many language schools in Vietnam, language skills are taught in isolation, neglecting the crucial interconnection between listening, speaking, reading, and writing This separation often results in a lack of effective communication, as listening and speaking are inherently integrated in real-life interactions According to Aderson and Lynch (1988), successful speaking relies on effective listening; without this connection, conversations can falter As a result, numerous Vietnamese students, despite excelling in English tests, struggle to engage in simple daily conversations with foreigners.
The Vietnamese English classroom is characterized as a "cultural island," where a teacher-centered approach predominates (Le, 2000) This environment places significant responsibilities on teachers, who are tasked with designing syllabi, setting learning objectives, and assessing students through examinations Consequently, students often become passive receivers of knowledge rather than active learners Furthermore, the lack of an immersive English communication environment in Vietnam leads to a focus on knowledge acquisition over 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, impacting the learning process Students face challenges such as difficulty in identifying main ideas, specific information, and the meanings of words and phrases in 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 on assessing listening skills rather than teaching them, often providing questions or materials without adequate explanation This approach leaves students overwhelmed, as they cannot fully process the information due to their limited vocabulary, grammar, and background knowledge Furthermore, when teachers present materials that are too advanced for students, it creates a sense of frustration and disinterest in the lessons, making it crucial to align teaching methods with students' proficiency levels.
Students often struggle with listening skills due to ineffective teaching methods and a lack of engaging strategies employed by teachers When the listening instruction is not conducted effectively, students may find it uninteresting and insufficient for enhancing their listening comprehension abilities.
The factors outlined significantly influence teaching practices and outcomes, particularly in adopting a learner-centered pedagogical approach As the demand for English communication skills increases, it is essential to implement changes in classroom practices that promote active learning.
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 various educational aspects, including listening comprehension and integrated skills, thereby promoting cooperative learning and learner autonomy (Vasiljevic, 2010) This method allows teachers to shift their focus from merely assessing comprehension to actively facilitating deeper understanding among students (Prince, 2013) According to Wilson (2003), dictogloss is a practical tool that can significantly benefit language instruction.
Vasiljevic (2010) emphasizes that dictogloss is an effective method for enhancing English listening instruction, addressing the common issue of listening skills being frequently assessed but seldom taught (Sheerin, 1987) This approach uniquely combines teaching listening comprehension with evaluating students' listening abilities, making it a valuable tool in student-centered learning environments.
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 instructional method that consists of four key phases Initially, students explore the topic and engage in preparatory activities Next, they listen to a brief text twice—first without taking notes and then while jotting down key points Following this, they collaborate in pairs or small groups to reconstruct the text Lastly, students compare their versions with each other and with the original text (Wajnryb, 1990; Wilson, 2003).
During the preparation stage, teachers provide clear instructions and group students before the listening activity starts, which helps familiarize them with both known and unknown vocabulary related to the topic This approach enhances students' receptiveness to the listening phase According to Jimenez and Perez (2012), effective vocabulary learning necessitates consistent exposure to various texts, allowing students to engage with the material through multiple means.
During the listening stage, students listen to a text read at normal speed by either the teacher or a recording, focusing on understanding rather than note-taking Initially, they should refrain from taking notes to fully absorb the content According to Kondo et al (2012), this approach enhances comprehension and retention.
During the initial reading, students are encouraged to understand the main idea of the text without taking notes, allowing them to concentrate on its meaning (Prince, 2013) In the subsequent listening session, they are required to jot down key words that will aid in reconstructing the text.
The reconstruction stage allows learners to collaborate in small groups to recreate a version of the text using their shared resources During this process, students gather notes, work on their text, and check for grammar, cohesion, and logical flow, while teachers monitor and highlight potential grammatical errors without giving direct language input According to Smith (2011), this stage fosters interaction and idea sharing among participants However, Nakamura (2008) cautions that insufficient vocabulary can hinder students' ability to identify many words Therefore, it is crucial that the listening text matches the students' proficiency levels, and the preparation stage should help familiarize them with the topic and key vocabulary.
The final stage of the process involves correction and analysis, where students examine and 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 analyses, ensuring a more effective learning experience.
Several advantages of dictogloss have been discussed Jacobs and Farrell
(2003, p 2) summarize the advantages of dictogloss as:
When implemented conscientiously, dictogloss embodies sound principles of language teaching which include: learner autonomy, cooperation among learners, curricular integration, focus on
18 meaning, diversity, thinking skills, alternative assessment, and teachers as co-learner
METHODOLOGY
Setting of the study
A study was conducted at Clever School in Hanoi, which has 31 classes and nearly 600 students aged 11 to 15 enrolled in English courses The private center is well-equipped with modern teaching technologies, including projectors, TVs, CD players, and internet-enabled computers, ensuring a conducive learning environment Class sizes are limited to 20 students, all carefully selected through placement tests, resulting in classes with similar English proficiency levels The study aimed to investigate student attitudes toward dictogloss lessons and assess the effectiveness of this technique in enhancing English learning outcomes.
Participants
The study involved 18 eighth-grade students at Clever School, all aged 14 and with at least five years of English learning experience These students, comprising 13 females and five males, come from various schools in Hanoi and share a similar proficiency in English While they are well-perceived, hard-working, and sociable, they express a negative attitude towards learning listening skills They are currently using the course book "My World 4," which includes 16 units, each featuring a listening component aimed at enhancing their listening abilities through a diverse range of texts.
Clever School employs approximately 10 English teachers, and the head English teacher of class M5 was selected as the study participant With two years of experience teaching English to secondary students and a strong understanding of modern language teaching methodologies, she is well-equipped to address classroom challenges Additionally, her expertise in organizing class activities and her openness to adopting new teaching methods contribute significantly to enhancing student progress.
Data collection methods
The Dictogloss technique in listening lessons can significantly improve students' listening comprehension Furthermore, collaborative work in pairs or groups fosters enhanced engagement and learning outcomes among students.
The dictogloss technique enhances students' autonomy and confidence in listening lessons by encouraging them to engage with real-world contexts This approach not only improves their attitudes towards learning but also allows them to express their opinions about the technique, fostering a more interactive and positive learning environment.
This qualitative research utilized classroom observations, student reflections, and face-to-face interviews with both students and the teacher to examine the effectiveness of the Dictogloss technique in listening lessons These methods enabled the researcher to gather qualitative data, which was easily summarized, analyzed, and reported Additionally, participants were given the chance to share their attitudes towards listening lessons enhanced by the Dictogloss technique.
Observation is a key research method used to collect data by engaging with individuals or groups in their natural environment, as noted by Potter (1996) In this study, observations were specifically conducted during listening lessons to gather insights into students' comprehension and attitudes Detailed field notes were taken to enhance the understanding of the teaching and learning process, particularly when employing the Dictogloss technique The researcher carried out class observations across four distinct listening lessons involving the same students and teacher.
In a comprehensive 60-minute observation of a listening class, the researcher meticulously documented the activities of both teachers and students within a real classroom environment using a detailed checklist This checklist was specifically designed to assess teachers' actions during various stages of the Dictogloss listening lesson, as well as to evaluate the level of student engagement throughout the session.
At the conclusion of each lesson, the researcher provided reflection sheets for students to express their thoughts on the dictogloss technique This exercise aimed to uncover students' difficulties, preferences in listening lessons, and the pros and cons of dictogloss compared to traditional methods Additionally, it allowed students to communicate their expectations to the teacher, enabling the researcher to better understand the practical application of the dictogloss technique in a real classroom setting.
Based on classroom observations and student reflections, researchers conducted interviews with both students and the teacher Brinkmann (2008) describes interviews as a conversational practice where knowledge is generated through the interaction between the interviewer and interviewees To facilitate comprehensive responses, most interview questions were open-ended, allowing respondents to express their thoughts in unexpected ways (Nunan, 1992) This approach focused on exploring the role of listening in the learning process.
23 their attitudes toward dictogloss technique, the researcher would identify the effectiveness of students‘ listening learning in the dictogloss- applied lessons
The analysis of data gathered from classroom observations, student reflections, and interviews revealed students' attitudes towards the Dictogloss technique in listening skills Furthermore, the study explored the effectiveness of the Dictogloss technique in improving students' listening proficiency.
Qualitative data analysis
In qualitative research, raw data is collected from interview transcripts and archival notes (Vierra et al., 1998) This study's qualitative data comprises students' responses from reflection forms and semi-structured interviews, focusing on their effectiveness in listening comprehension and attitudes towards the dictogloss technique in listening lessons Initially, responses were provided in Vietnamese and subsequently transcribed The collected data was compiled and analyzed using NVivo software for qualitative analysis All focus group interviews were transcribed anonymously in Vietnamese to protect privacy and confidentiality Themes were developed based on constructs derived from the research questions and the literature review.
RESULTS OF DATA ANALYSIS AND DISCUSSION
The students’ attitudes towards Dictogloss – applied listening lessons
At the conclusion of the course, data from three sources indicated that most students actively engaged in the lessons and maintained a positive attitude towards dictogloss tasks This favorable attitude can be attributed to several factors, including the effectiveness of dictogloss in enhancing students' listening skills and their overall perception of performing dictogloss activities.
3.1.1 Dictogloss tasks foster students’ interest for listening comprehension
Students demonstrated enthusiasm for dictogloss lessons, highlighting their effectiveness in enhancing listening comprehension Many expressed strong support during interviews, with one student stating, "I really love the reconstruction stage It is very interesting, and I have the chance to work with my friends, allowing me to learn a lot." Another student added, "I like speaking about the process." Overall, dictogloss is viewed as an engaging technique that fosters collaboration and learning among peers.
The findings indicate that students demonstrate a strong understanding of the topic, as reflected in their reflections and class observations One student expressed enjoyment in collaborating with friends, noting that teamwork allowed her to complete exercises more efficiently This highlights that dictogloss procedures enhance student motivation in listening comprehension by catering to their diverse learning needs.
Students show significant interest in listening lessons, particularly in topics like "advantages and disadvantages of playing sports" and "activities after school." However, they express disinterest in more challenging subjects such as "smoking in public" and "recycling." One student reflected that she finds the smoking topic boring and prefers discussions on relatable themes like "teenager's life" or the "advantages of Facebook." Another student noted that familiar topics, like favorite sports, make it easier for him to engage and listen effectively This feedback highlights the importance of selecting suitable topics that align with students' interests Observations indicate that the teacher has adapted the choice of topics from the second to the fifth lesson to better meet students' learning preferences.
Some students expressed disinterest in the dictogloss technique, showing a lack of involvement in lessons Many struggled to adapt to this new approach, as it required a shift in their established learning habits Observations indicated that several students did not actively participate in class activities and faced challenges in managing the various tasks associated with the dictogloss process.
3.1.2 Dictogloss tasks: challenging but interesting
While most students appreciated dictogloss procedures, some found them challenging, with one student stating, "I found it very hard to listen and take notes at the same time." Observations indicated that students struggled with note-taking, often attempting to write full sentences instead of key words, highlighting the need for clearer instructions from teachers Others expressed difficulties in reconstructing texts accurately, citing challenges such as unfamiliar vocabulary and limited topic knowledge Despite these hurdles, many students acknowledged that dictogloss tasks were both difficult and engaging, with typical responses including, "although it was difficult, I enjoyed the activity very much," and "the technique helped me."
27 develop my listening skills‖, or ―although it was challenging, I enjoyed it and it was good to study at our own space‖.
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 highlighted 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 supported this finding, with one student noting that receiving key words at the start of the lesson boosted their confidence and understanding of the topic Another student echoed this sentiment, emphasizing the importance of supplementing vocabulary and grammatical structures prior to listening activities.
Understanding the listening text is crucial for developing effective listening skills, as highlighted by Feytein (1991) Dictogloss tasks serve as valuable alternatives for students to comprehend aural information, enabling them to follow, understand, and reconstruct the text Key vocabulary is provided at the beginning of these tasks, preparing learners for the subject matter and enhancing their receptiveness, as noted by Wanjnryb (1990).
The reconstruction stage of dictogloss tasks significantly enhances participants' listening comprehension, allowing them to analyze and correct their retellings, as one student noted, "In the reconstruction stage, I can effectively use what I listened to in the text to rewrite the story, deepening my understanding of the information." This highlights the importance of dictogloss tasks in facilitating a thorough comprehension of auditory information Feyten (1991) emphasizes that the listener's process of understanding is crucial for teachers to consider when developing listening skills, further underscoring the valuable role of dictogloss tasks in improving listening comprehension abilities.
3.2.2 Dictogloss tasks offer students different strategies to develop listening comprehension skills
Observations from listening classes utilizing dictogloss reveal that the strategies employed by students during the listening phase significantly enhance their comprehension of the main events in the audio material According to Wanjryb (1990), students should listen at least twice; during the first listening, they focus on grasping the gist without taking notes, as emphasized by Kondo et al (2012) In the second listening, students are encouraged to take notes and identify key words related to the text This approach indicates that the strategies students use to understand the material are crucial for their ability to 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 collaborative group work to reconstruct the text closely to its original version They recognized the benefits of teamwork, highlighting how working together enhances understanding and improves the overall quality of their work One student noted the positive impact of this collaborative approach.
―there are a lot of new words but thanks to group working, I can understand the content of the text better‖ Another claimed ―when I work in groups with
Collaborative learning enhances the educational experience by allowing students to share their skills and listen to diverse ideas from peers Many students express a preference for group work, noting that it facilitates quicker problem-solving and fosters an engaging environment The "output stage" of the dictogloss lesson is particularly favored, as it encourages group members to freely express their thoughts, leading to a richer learning experience This cooperative approach not only makes learning more enjoyable but also helps students acquire new vocabulary and deepen their understanding of the subject matter Overall, students find that working together significantly improves both the fun and effectiveness of their learning process.
The study revealed that most students were highly engaged in integrated lessons using the dictogloss technique, supporting Vasiljevic's (2010) assertion that this method addresses the shortcomings of traditional teaching, where skills are taught in isolation Students preferred dictogloss for listening lessons over conventional approaches, as reflected in their feedback from reflection forms and interviews They valued the diverse activities incorporated in dictogloss classes, which included individual and group work, reading, writing, and speaking tasks tailored to their skill levels This approach not only enhanced their listening abilities but also fostered the development of all four language skills One student noted, "I like the way the teacher gave the lessons In listening class, I do not only listen but also practice speaking and writing," while another remarked on the opportunities for discussion, stating, "I find my speaking ability improve a lot." Overall, students appreciated the interactive and stimulating nature of dictogloss lessons, which significantly enriched their learning experience.
31 like the skills-integrated learning method, and I love speaking It‘s so boring when I just learn reading, writing or listening only‖.
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 integrating various activities—such as listening to a text, reconstructing it, and engaging in comparative analysis—enhanced their language learning They not only acquired new vocabulary and grammatical structures but also learned to compare their usage with that of native speakers, allowing for adjustments when needed One student highlighted the benefits of receiving teacher feedback, stating that it enabled them to understand grammar patterns in a more meaningful way, rather than simply memorizing textbook rules This approach made it easier for them to retain the information longer Overall, dictogloss promotes deeper engagement with language forms by encouraging learners to actively listen, take notes, and collaborate with peers.
Dictogloss tasks help to develop students’ critical thinking and autonomy 31
The findings from observations and interviews indicate that dictogloss activities are centered around students, with the teacher acting as a facilitator This approach fosters an environment where students can enhance their learning autonomy, develop critical thinking skills, and explore their identities in the learning process As one student noted, "I have to think a lot," highlighting the cognitive engagement required in these activities.
Many students expressed the importance of having a strong background knowledge before engaging in discussions, stating that listening alone is insufficient for effective communication They noted that a broader understanding allows them to contribute more meaningfully compared to their peers Additionally, students appreciated learning from their classmates, recognizing that their friends often present better English skills and valuable ideas After participating in dictogloss lessons, students reported feeling more motivated and enthusiastic about preparing for future sessions, highlighting a positive development in their autonomy and engagement in the learning process.
PART C: CONCLUSION, IMPLICATIONS AND SUGGESTIONS
This section summarizes the key implications of the research and offers recommendations for effective technique usage Additionally, it presents suggestions for future studies Finally, it concludes the overall 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, teachers must adapt these activities to suit their students' levels and present them in an engaging manner At the outset, it is essential for educators to clearly outline the roles, objectives, and steps involved in the dictogloss activities For students who may struggle with understanding the instructions independently, integrating explanations throughout the task progression can be beneficial Ultimately, the encouragement and support from teachers play a vital role in fostering active student participation in dictogloss tasks.
From the results of the present study, Dictogloss technique is seen to provide learners with various opportunities to engage in productive language process
Listening serves as the foundation for writing, speaking, and reading activities Therefore, Dictogloss is highly recommended as a task that engages all four communicative skills within a student-centered language learning environment.
It cannot be denied that using dictoloss technique in teaching offers many benefits to both teachers and students However, the results of the study also
A study highlighted the limitations of the dictogloss technique as perceived by both students and teachers In light of these findings, the researcher aims to offer practical suggestions to enhance the effective implementation of the dictogloss technique in educational settings These recommendations are intended to assist teachers in optimizing their use of this instructional strategy.
Preparing for a dictogloss lesson can be time-consuming, as the teacher must act as a facilitator, addressing various factors such as understanding student needs, grouping students effectively, and supporting each group during the text reconstruction phase The teacher emphasized that these tasks can be more challenging than traditional listening lessons, making careful lesson preparation essential By considering these factors, teachers can anticipate potential classroom issues and ensure that lessons proceed smoothly.
The implementation of dictogloss in listening lessons marked a challenging transition for both the teacher and students, as they had to adjust their teaching and learning habits Despite the high motivation among students to learn English, many struggled initially to shift from being passive listeners to active participants However, with the guidance of a supportive teacher, most students eventually became comfortable with this new teaching technique It is important to note that not all students embraced the change; two individuals expressed their dislike for group work in their reflection forms, stating, "I don’t like working in groups."
Many students express frustration with group activities, feeling they waste time and prefer direct learning from the teacher This highlights the challenge for educators to create engaging group activities that inspire all students to participate actively and benefit from collaborative learning experiences.
Limitations of the study
This study highlights key aspects of students' attitudes toward 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 or generalizing the findings.
The study's participants do not represent the broader population of Vietnamese secondary students, as the research was conducted at 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 a limited class size of 20 students, facilitates effective communicative activities led by the teacher.
At Clever School, students have the unique opportunity to engage in the dictogloss technique for listening practice, a method that remains largely absent from the official education system in Vietnam As a result, many students find dictogloss to be a novel approach to learning The lack of frequent practice with dictogloss tasks has led to a sense of unfamiliarity among students, impacting their overall listening skills.
36 dictogloss tasks are difficult If they get chance to experience more frequently, they might have different feelings
The study's methodology, which involved interviews, student reflections, and observations over a brief period, 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 larger sample sizes and extended durations could address these limitations effectively.
Suggestions for further studies
This study highlights the effectiveness of dictogloss in enhancing listening comprehension skills, while also identifying several areas for future research exploration.
Variations of the Dictogloss technique present opportunities for further research into effective strategies for teaching listening skills This study highlights the potential to adapt these strategies for enhancing other language skills, including reading, writing, and speaking Given that Dictogloss is recognized as a task that engages all four communicative skills, it is particularly valuable within a student-centered language learning environment.
The current study highlights significant findings for English teachers focused on enhancing listening comprehension skills It demonstrates that dictogloss provides a unique approach to teaching English through engaging listening activities Furthermore, dictogloss serves as an effective method to improve listening comprehension among language learners Consequently, it presents a valuable opportunity for educators to explore how students utilize dictogloss tasks to better understand English texts.
Conclusions
This study investigated the use of the dictogloss technique to enhance listening comprehension skills among eighth graders It aimed to assess students' attitudes towards dictogloss tasks and evaluate their effectiveness in improving listening comprehension abilities.
The study on students' attitudes towards the dictogloss technique in listening lessons revealed that this method significantly enhances listening comprehension Data from interviews and observations indicated that most students displayed a keen interest and actively participated in the listening classes Key findings suggest that diverse dictogloss tasks not only motivate students but also make listening lessons enjoyable, engaging, and communicative.
The dictogloss technique significantly enhances students' listening comprehension by providing various benefits Its implementation in the classroom encourages active engagement, improves note-taking skills, and fosters collaborative learning among students Overall, dictogloss tasks effectively contribute to a deeper understanding of spoken language.
The continuous practice of the dictogloss technique significantly enhances students' listening performance by equipping them with effective listening strategies As a result, their listening comprehension improves gradually with each lesson, leading to better outcomes in listening exams and more effective communication skills in the future.
The study indicates that dictogloss tasks are effective tools for improving students' listening comprehension through meaningful activities These tasks offer teachers a valuable method to engage learners in communicative exercises, ultimately enhancing the effectiveness of listening skills development.
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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 ideas, which in turn enhances both writing and speaking skills Without a wealth of ideas, effective communication becomes challenging Therefore, prioritizing listening can significantly boost creativity and 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‖
- S: I like the reconstruction stage most because I can learn with my friends It‘s very interesting and each member in my group feels free to express our
II own ideas about the topic and the most important thing is that I can learn a lot of new words from my friends
I appreciate the teacher's engaging lesson style, particularly in listening class, where I not only listen but also 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 We listen to the audio twice without taking notes, and during the third listening, we jot down key words Afterward, we collaborate in groups of four to retell the content of the listening text, followed by each group presenting their work Finally, we engage in a discussion to share our thoughts on the material My teacher emphasizes the importance of discussion, enabling us to effectively use the information from the listening exercise, which enhances our overall comprehension of the text.
- 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 boosts my confidence in listening This approach enhances my understanding of the topic and makes it easier to absorb the information presented.
Collaborating with friends in group projects allows me to share my skills while also valuing their ideas Working together enhances our efficiency, enabling us to complete tasks more quickly than if we were working alone.