The Effects of Dictogloss on English Language Skills and Learning Satisfactions at a University Level

This study explores the effectiveness of dictogloss activity in developing learners’ language competence and their learning satisfaction. In this study, 39 students participated in dictogloss tasks including listening, constructing sentences, and negotiating opinions. In order to produce the outcomes, learners were required to exchange their feedback with other peers throughout the activity. A pre-test and post-test of listening was administered to the group during the study. The group was surveyed regarding both the effectiveness of dictogloss and their impressions of the dictogloss intervention. Through this activity, this study showed the positive results both in language competence and learning attitude. Especially, students presented an improvement in listening as well as other linguistic capacities. As possible reasons for the improvement, it was found that there might be directly related practices in dictogloss such as speed differences, language input, collaborative work, shadowing activity, and recording task. In terms of learners’ learning strategies, students expressed the effect of dictogloss on reflecting their weaknesses, monitoring comprehension, practicing speaking and writing practice and collaborations during the activity. This result implies that dictogloss activity can be implemented in not only fostering learners’ language competence but formulating learning habits with the help of instructors.