Effects of dictogloss on non-english majored undergraduates’ listening comprehension
Listening has long been considered a hard-to-deal skill for both ESL teachers and learners. Although there are abundant studies on this field aiming to diversify in-class listening activities and make them more efficient for learners, the demand for one which manages to provide or reinforce nece...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
H. : ĐHQGHN
2020
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| Subjects: | |
| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/89346 |
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| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | Listening has long been considered a hard-to-deal skill for both ESL teachers and learners.
Although there are abundant studies on this field aiming to diversify in-class listening activities and make
them more efficient for learners, the demand for one which manages to provide or reinforce necessary
linguistic knowledge for students is still high. This action research was conducted with 40 pre-intermediate
non-English majored students through three qualitative methods including focus group interview, teacher’s
diary and artifacts to examine the effects of dictogloss on listening comprehension in English teaching and
learning process and to explore the learners’ attitudes towards this practice. Findings of the study were that
dictogloss helped to improve the learners’ listening comprehension through activating and raising their
awareness of linguistic knowledge and providing them a clear context for listening, which also made them
more interested in the activity. |
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