Impact of Employing Dictogloss Strategy on Ninth Grade Students’ Achievement in Listening Skill

Abstract

The present study attempts to investigate the impact of dictogloss strategy on the achievement of the ninth graders in listening skill. It is a quasi-experimental study which uses dictogloss as an interactive strategy with ninth grade students at Ain Al-Bayda secondary school to the achievement of listening skill. The sample of the study consists of (74) female students. Experimental group: (n=37) taught by dictogloss strategy and control group (n=37) taught by traditional methods. To collect data, pretest and posttest are both used. Dictogloss strategy is applied on experimental group in four sessions within four weeks. The collected data is calculated and analyzed using SPSS. Results revealed that there are statistically significant differences at the level of (α=0.05) in the achievement mean scores of the experimental group attributed to the effect of using dictogloss strategy. However, the result rejects the null hypotheses. Researchers recommend training English language teachers to incorporate dictogloss into their instructional practices in EFL classroom, to improve the students’ achievement in listening skill.

Keywords: Dictogloss, Ninth graders, Achievement, Listening skill.

DOI: 10.7176/JEP/11-14-12

Publication date:May 31^st 2020