Investigating the impact of the dictogloss technique on student's listening compréhension in EFL classrooms
| dc.contributor.author | Djouani, Ibtissem | |
| dc.contributor.author | Khoualdi, Samiha | |
| dc.date.accessioned | 2018-06-26T07:08:04Z | |
| dc.date.available | 2018-06-26T07:08:04Z | |
| dc.date.issued | 2016 | |
| dc.description.abstract | The present study seeks to investigate the impact of dictogloss technique on EFL student's listening comprehension. This technique is a dictation activity in which the teacher reads a passage or plays a recording at least twice. The teacher asks students to listen, take notes and then reconstruct a new version of the passage in groups. After that, students are asked to compare their versions with those of others and with the original passage. In this study, the dictoglosstechnique is used for the purpose of enhancing students' listening comprehension. The present study hypothesis was if english teachers implemented the dictogloss technique, students listening comprehension would develop. In order to test this hypothesis and fulfill the research aim, a quasi-experimental design was carried out at the english department of Oum-El-Bouaghi during the second semester of the academic year 2015/2016. In this study, two groups of second year LMD students of english were engaged in the quasi-experiment which lasted one month. Each group consisted of twenty students. One group was the experimental group and the other was thecontrol group.At the beginning of the study, both groups were administered a pre-test to determine their level of listening comprehension through listening to an audio then answering listening comprehension questions. After the pre-test, the experimental group received the dictogloss techniquewhile the control group wastaught using the traditional method i.e., listening just to audios. At the end of the four weeks period, both groups were given a post- test to see if students improved their listening comprehension or not. After that, a calculation of scores' means, dependent and independent t' test were calculated. The interpretation of their results showed that the experimental group performed better than the control group. Thus, the research hypothesis is confirmed. Key words: Listening Comprehension, the Dictogloss Technique | ar |
| dc.identifier.uri | http://hdl.handle.net/123456789/3525 | |
| dc.language.iso | en | ar |
| dc.publisher | university of Oum El Bouaghi | ar |
| dc.subject | Teaching : EFL : classroom | ar |
| dc.subject | Listening comprehension : dictogloss technique | ar |
| dc.title | Investigating the impact of the dictogloss technique on student's listening compréhension in EFL classrooms | ar |
| dc.title.alternative | the case of second year LMD student's at Larbi Ben M'Hidi university Oum-El-Bouaghi | ar |
| dc.type | Other | ar |