Gender Role and Motivation on Dictogloss

Over the last two decades, research has demonstrated that focus-on-form instructions plays a crucial role in L2 acquisition. This study as a follow-up application of the previous study (Kang, 2009) investigates the effects of gender and motivation on one special type of focus-on-form instructions, dictogloss, involving understanding the text as well as learning the target language feature. Kang's (2009) study found that the dictogloss instruction was beneficial on L2 learning and that the beneficial effects of dictogloss were influenced by high school students’ proficiency levels. This study further found that motivations could predict the performance of the female students during the dictogloss treatment, even though there were no significant differences between males and females in the achievement from treatment. In other words, the motivational factors such intensity and WTC (Willingness to Comprehend) influenced the female students' achievement during dictogloss. Pedagogical implications were discussed.