Dictogloss and the listening comprehension

Abstract

Dictogloss is considered as a dictation activity which the teacher can implement it as a listening strategy tool to assess the listening comprehension. It is important that students develop this skill in order to understand conversations, dialogues and instructions useful for their academic and professional future. For this reason, the present research seeks to explore the impact of dictogloss strategy on the development of the listening comprehension. Additionally, this research work is a mix approach: qualitative and quantitative approach with an experimental research design where experimental group (EG) and control group (CG) were used. The participants were 64 students from Unidad Educativa “Juan Montalvo” belonging to sixth grade EGB equally divided into each group. The participants from the experimental group were involved in two interventions including five sessions applying dictogloss around 30 minutes in each session. The instruments used to collect data were the listening pre/post-test (KET) from the Cambridge English. Moreover, the rubric to assess writing task taken from Cambridge English A2 Key and the students’ attitude questionnaire elaborated by Gibran. In the first intervention, the pre-test was applied and in the following five sessions, the application of the strategy took place. Finally, the post-test and the students’ attitude questionnaire were applied to students. The results obtained were analyzed through the software SPSS showed that the level of significance obtained is 0,00 which it is less than the value of 0,05 demonstrating that dictogloss strategy had an impact on the development of the listening comprehension in students. On the other hand, the students’ attitude questionnaire showed positive results in the level of student satisfaction using dictogloss strategy.