Using Dictation to Improve Language Proficiency
Title
Using Dictation to Improve Language Proficiency
Using Dictation to Improve Language Proficiency
Keywords: No Keyword
Authors
Mohammad Rahimi
Shiraz University
Mohammad Rahimi
Shiraz University
Bio Data
Dr. Mohammad Rahimi (PhD in TEFL) is currently a full-time assistant professor at the Department of Foreign Languages and Linguistics of Shiraz University, Iran. He teaches both graduate and undergraduate courses in EFL teaching, language testing, research methods, and writing. His areas of interest are research in testing and teaching writing, listening, and speaking skills.
Abstract
Dictation, though widely known as a testing device, can be considered a good learning technique to improve learners proficiency. This study investigates the effect of dictation with 65 EFL learners to see if it helps them improve their language proficiency. To this end, an experimental group (EG) and a control group (CG) were selected. They both took a proficiency test as a pre-test. All the conditions, especially teaching materials, were the same for both groups except that the EG had regular practice with dictation for one semester. The post-test was administered in a semester after the experiment had terminated. The results showed that both groups showed improvement in their performance on the whole proficiency test. However, with respect to the components of the test, the EG showed improvement in grammar, vocabulary, reading, and listening comprehension, while the control group showed improvement just in the vocabulary section of the test.
Dictation, though widely known as a testing device, can be considered a good learning technique to improve learners proficiency. This study investigates the effect of dictation with 65 EFL learners to see if it helps them improve their language proficiency. To this end, an experimental group (EG) and a control group (CG) were selected. They both took a proficiency test as a pre-test. All the conditions, especially teaching materials, were the same for both groups except that the EG had regular practice with dictation for one semester. The post-test was administered in a semester after the experiment had terminated. The results showed that both groups showed improvement in their performance on the whole proficiency test. However, with respect to the components of the test, the EG showed improvement in grammar, vocabulary, reading, and listening comprehension, while the control group showed improvement just in the vocabulary section of the test.
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See page 33-47
[/private]Category: Main Editions, Volume 10 Issue 1
