Dictogloss Technique and Grammar

Abstract

Dictogloss is a technique distinct from traditional dictation since it owns four stages: preparation, dictation, reconstruction, analysis and correction. This technique integrates several skills for creating a text, in which students learn how to use and understand English grammar. Thus, this research was conducted to analyze the influence of the Dictogloss technique on the improvement of English grammar. It combined a qualitative-quantitative approach and used a pre-experimental design which indicated that there was only an experimental group. The participants of this study were 27 students of the fourth semester from the P.I.N.E program at Universidad Técnica de Ambato. A total of seven online sessions were carried out to gather data. The instruments were a grammar pre-test and post-test from the Oxford Practice Grammar Intermediate Tests by John Eastwood, and a students’ perceptions survey elaborated by Al-Obaydi and Al-Mosawi. Initially, students took the grammar pre-test to know how their knowledge was at some grammatical points such as modal verbs, relative clauses, passive voice, third conditional, and reported speech. After that, students were taught by the dictogloss technique. Finally, the researcher administered the grammar post-test with the same language points and a survey to report their perceptions toward this technique. The findings revealed that the Dictogloss technique had a positive influence to improve grammar since the initial average students obtained 13,19 and moved to 21,30. Moreover, students had positive attitudes toward the Dictogloss technique highlighting that it benefited their language skills and felt motivated