The effectiveness of using Dictogloss technique to improve students' writing: a case study from University of Lahore.
Abstract
This research was intended to find whether teaching writing hortatory exposition text through dictogloss technique could significantly increase students’ writing ability or not. The study used quantitative method with pre-test and post-test. Pre-experimental research design was used in this research. For this purpose, the researcher has chosen the students of BS level from Statistics department at University of Lahore, Lahore. A group of 88 students has been selected as a sample which has been divided into two group as experimental and control group. The results prove that dictogloss teaching method is more effective and motivational as compare to traditional method.
References
Abbasian, G. R., & Mohammadi, M. (2013). The effectiveness of dictogloss in developing general writing skill of Iranian intermediate EFL learners. Journal of Language Teaching and Research, 4(6), 1371-1380.
Al-Sibai, D. M. M. (2008). Using Dictogloss Tasks: Attention to Form In a Collaborative Classroom Activity with Female Students at King Saud University. Master,King Saud University, Proquest.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Harwood, C. (2008). A classroom experiment: Using Dictogloss. Academia. edu. http://dx.doi.org/10.1037/neu0000121
Jacobs, G., & Small, J. (2003). Combining dictogloss and cooperative learning to promote language learning. The Reading Matrix, 3(1).
Jacobson, P. F., & Schwartz, R. G. (2005). English past tense use in bilingual children with language impairment. American Journal of Speech-Language Pathology, 14(4), 313-323.
Kirkici, B. L. A. L. (2005). Words and rules in L2 processing: an analysis of the dual-mechanism model. Unpublished manuscript. Middle East Technical University, Ankara.
Kooshafar, M., Youhanaee, M., & Amirian, Z. (2012). The Effect of Dictogloss Technique on Learners' Writing Improvement in Terms of Writing Coherent Texts. Journal of Language Teaching & Research, 3(4).
Lapkin, S., & Swain, M. (2010). Task outcomes: A focus on immersion students' use of pronominal verbs in their writing. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 3(1-2), 7-22.
Lim, W. L., & Jacobs, G. M. (2001). An Analysis of Students' Dyadic Interaction on a Dictogloss Task.
Nabei, T. (1996). Dictogloss: Is it an effective language learning task? Working Papers in Educational Linguistics, 12 (1): 59-74.
Sinhaneti, K., & Kyaw, E. K. (2012). A study of the role of rote learning in vocabulary.
Swain, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review, 58(1), 44-63.
