MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- HOANG BAO VIET DEVELOPING BOTTOM-UP LISTENING SKILLS FOR PRE-INTERMEDIATE STUDENTS THROUGH DICTATION LI
Introduction
Background of the Study
In Vietnam, English language proficiency, especially in listening comprehension, is crucial for students Despite ongoing improvements in English education, many pre-intermediate learners struggle with listening skills Traditional methods like dictation present a viable solution, helping to develop bottom-up listening skills that are vital for overall language comprehension (Nguyen, 2019).
Research Aims
(i) explore the effectiveness of dictation listening practice in developing bottom-up English listening skills among pre-intermediate students in Vietnam's educational setting
(ii) identify students' attitudes towards the effectiveness of dictation in developing their bottom-up English listening skills.
Scope of the study
This study focuses on enhancing bottom-up listening skills through dictation practice among pre-intermediate English learners at Dominic IELTS in Ho Chi Minh City, Vietnam Involving 30 participants aged 18 to 30, with a balanced gender distribution, the research is set in a non-native English-speaking context It aims to assess the effectiveness of dictation exercises in improving learners' recognition of sounds, words, and phrases Utilizing a mixed-methods approach, the quasi-experimental design incorporates quantitative data from pre-tests, post-tests, and surveys, along with qualitative insights from semi-structured interviews and thematic analysis Over an eight-week period, participants engaged in dictation exercises, with their progress monitored through assessments and surveys.
This research investigates bottom-up listening skills and student attitudes toward dictation, specifically within the context of Dominic IELTS By concentrating on these aspects, the study seeks to offer focused insights into how dictation can enhance listening comprehension for pre-intermediate learners, while intentionally excluding the influence of top-down strategies and other language skills like speaking, reading, or writing.
Research Questions
The research aims to address the following questions:
(1) To what extent does dictation practice contribute to the development of bottom-up listening skills among pre-intermediate students in the Vietnamese context of education?
(2) What are the attitudes of pre-intermediate students towards the effectiveness of dictation in developing their bottom-up English listening skills?
Focus of the Study
This study investigates the effectiveness of dictation as a tool for improving bottom-up English listening skills among pre-intermediate students in Vietnam Additionally, it explores students' perceptions of how dictation contributes to enhancing their listening abilities.
1.5.1 Exploring the Effectiveness of Dictation
This study aims to assess the effectiveness of dictation exercises in improving bottom-up English listening skills among pre-intermediate students, specifically their ability to recognize and understand individual words and phrases in spoken English By investigating dictation as an instructional strategy in Vietnamese education, this research contributes to the international literature on language acquisition It enhances our understanding of traditional teaching methods in various contexts and provides valuable insights for educators and researchers on how dictation can help overcome common listening challenges and be effectively integrated into language curricula Ultimately, the study underscores the efficacy of dictation in language learning.
3 in improving language teaching practices globally, bridging gaps in existing literature on effective language learning strategies
The study not only evaluates the effectiveness of dictation as a learning tool but also investigates students' attitudes towards it in developing bottom-up English listening skills By exploring their perceptions, experiences, and preferences related to dictation practice, the research seeks to uncover insights into students' motivation, engagement, and satisfaction These findings aim to inform instructional practices and contribute to curriculum development in English language education.
Rationale and Significance of the Study
This study addresses the urgent need for effective strategies to improve English language learning, especially in developing bottom-up listening skills among pre-intermediate students in Vietnam Listening comprehension is vital for language acquisition and communication in English-speaking environments; however, these learners often face challenges in understanding spoken English, particularly in recognizing individual words and phrases Dictation, a traditional language learning method, offers a promising approach by emphasizing the recognition and interpretation of spoken language at the word and phrase levels By exploring the effectiveness of dictation in this setting, the study aims to contribute to evidence-based teaching practices that enhance English listening skills for pre-intermediate students.
This research significantly enriches the global discourse on language acquisition and teaching methodologies by demonstrating the effectiveness of dictation as a practical solution for specific listening challenges encountered by English learners By investigating the impact of dictation exercises on improving bottom-up listening skills in pre-intermediate learners, the study offers valuable insights into the adaptation and efficacy of traditional teaching methods in modern language education.
This study explores the impact of dictation exercises on listening comprehension and student attitudes in diverse cultural contexts, particularly within Vietnam, where English proficiency is crucial for global communication and career opportunities By addressing a gap in existing literature, it offers evidence-based recommendations to enhance motivation and engagement through tailored instructional practices The findings aim to inform curriculum design and teaching strategies that meet the specific linguistic and cultural needs of Vietnamese students, ultimately improving their language proficiency and preparing them for academic and professional success This research bridges theoretical insights with practical applications, advocating for dictation as a versatile method for developing essential listening skills in various educational settings worldwide.
The thesis consists of five chapters, beginning with an introduction that outlines the background, research aims, questions, scope, and significance of the study Chapter two reviews relevant literature, focusing on dictation as a language learning tool, the development of listening skills, and the impact of dictation on enhancing bottom-up listening abilities, while also discussing pre-intermediate students' attitudes towards dictation practice and identifying research gaps in Asia and Europe Chapter three details the research methodology, justifying the use of a quasi-experimental design and addressing potential challenges, along with an overview of the research design, including questions, site, participants, and data collection methods for both quantitative and qualitative analysis Chapter four presents the findings and discussion, while chapter five concludes the study.
5 provides a summary of the findings and further discussion, clarifies the study's limitations, suggests directions for future research, and concludes with practical implications for language education.
Literature Review
Dictation as a Language Learning Tool
Dictation is an effective pedagogical technique in language teaching, where instructors read aloud and students transcribe what they hear, enhancing multiple language skills simultaneously This method, utilized for decades, improves listening comprehension, writing accuracy, spelling, and grammatical understanding Dictation tasks can range from simple sentences to complex passages, challenging students to process advanced linguistic structures Furthermore, using authentic texts like news articles and literature exposes students to real-world language use and diverse linguistic contexts.
2.1.2 Is Dictation an Old-Fashioned Teaching and Learning Strategy?
Despite modern teaching methods and technology, dictation remains a valuable and effective strategy in language education Its enduring popularity stems from its ability to provide focused listening practice and reinforce language structures Additionally, dictation can be easily adapted to various teaching contexts and learner needs, making it a versatile tool in language classrooms.
2.1.3 Dictation and its Benefits to Language Learners
Dictation offers significant benefits for language learners by enhancing bottom-up listening skills It encourages students to listen carefully and accurately transcribe spoken language, fostering active engagement with authentic language input This practice aids learners in improving their ability to recognize and decode individual words and phrases within broader contexts.
Effective listening comprehension relies on seven essential skills (Field, 2008) Dictation exercises are valuable for enhancing vocabulary, spelling, and grammar (Ur, 2012) By engaging with diverse vocabulary and grammatical structures in dictation passages, students can significantly improve their language skills Moreover, these exercises foster accuracy and attention to detail, contributing to overall language development (Harmer, 2007).
Bottom-Up Listening Skills Development
Listening comprehension is fundamentally supported by two key strategies: top-down and bottom-up processing Top-down listening skills leverage background knowledge, context, and expectations to understand spoken language, allowing learners to predict, summarize, and infer meaning effectively These strategies can enhance overall comprehension by enabling learners to fill in gaps with prior knowledge; however, they may also result in misunderstandings if specific details are not thoroughly processed.
Bottom-up listening skills emphasize decoding individual linguistic elements such as sounds, words, and grammatical structures to fully understand spoken language This approach highlights the necessity of accurately processing speech details for effective communication Activities aimed at improving bottom-up listening skills focus on phonetic discrimination, word recognition, and grammatical parsing.
Research shows that dictation exercises significantly enhance bottom-up listening skills by requiring learners to accurately transcribe spoken language This focused listening practice improves phonemic awareness and helps learners distinguish between similar sounds, ultimately aiding in their understanding of the nuances in spoken messages (Scrivener, 2011).
Furthermore, dictation tasks facilitate vocabulary acquisition and grammatical reinforcement, which are critical for strengthening bottom-up listening skills (Ur, 2012).
Significance of Bottom-Up Listening Skills in Developing Listenining Comprehension
Dictation is an effective teaching method where educators read aloud and students transcribe, providing focused practice in listening, writing, spelling, and grammar (Nunan, 2003) This technique ranges from simple sentences to longer texts, enhancing bottom-up listening skills by enabling learners to recognize sounds and words and construct meaningful units (Field, 2008) Emphasizing phonetic and lexical recognition along with syntactic parsing, dictation plays a vital role in developing strong listening comprehension skills.
Dictation exercises are highly effective for enhancing auditory skills, as they compel students to concentrate on detailed auditory input Through the transcription of spoken language, learners are able to identify phonemes, recognize word boundaries, and understand syntactic structures (Vandergrift & Goh, 2012) Research indicates that dictation significantly boosts recognition and transcription abilities; for instance, Kiany and Shiramiry (2002) reported notable improvements among Iranian EFL learners, while Rahimi (2008) observed enhanced comprehension of continuous speech.
In Vietnam, dictation has been shown to effectively enhance bottom-up listening skills among students Research by Nguyen and Nguyen (2019) indicates that students participating in dictation exercises demonstrated significant improvements in their phonetic and lexical decoding abilities, aligning with earlier findings by Nguyen and Tran.
In 2020, it was emphasized that dictation offers significant advantages for Vietnamese EFL learners, who frequently encounter difficulties with similar-sounding phonemes and fast speech This technique enhances auditory discrimination and deepens their grasp of English phonology (Tran, 2017) Additionally, dictation provides immediate feedback, enabling learners to swiftly rectify mistakes and strengthen their listening skills (Nguyen, 2018).
Moreover, dictation fosters deeper language understanding and improved listening proficiency by engaging students actively in the learning process (Nunan, 2003) Graham
Engagement in dictation exercises enhances listening comprehension by fostering detailed auditory discrimination and improving understanding of spoken language Research shows that regular practice of dictation leads to significant improvements in listening skills, as evidenced by Nguyen and Tran (2020), who found notable gains among Vietnamese students.
Incorporating diverse and authentic dictation materials enhances students' listening experiences and prepares them for real-world communication by exposing them to various accents and contextual language use through sources like news broadcasts and podcasts (Field, 2008) This variety is essential for developing strong listening skills, which are vital for language proficiency García Laborda and Gámez Díaz (2019) highlighted the significance of combining dictation with other language activities, noting that post-listening tasks improve comprehension and retention Moreover, providing timely feedback on transcriptions enables students to identify and correct errors, reinforcing accurate language patterns (Vandergrift & Goh, 2012).
Dictation as a Teaching Strategy to Develop Bottom-Up Listening Skills in Vietnam
2.4.1 Effectiveness of Dictation in the Vietnamese Context of English Education
Dictation is a popular technique in Vietnamese English education that significantly enhances language skills, especially listening comprehension In this method, teachers read passages for students to transcribe, aligning with educational objectives and learner needs (Nguyen & Tran, 2020) As Vietnam integrates into the global economy, the demand for effective English instruction has increased, making dictation an essential tool for developing listening and writing abilities (Nguyen & Nguyen, 2017) Studies indicate that consistent dictation practice leads to notable improvements in listening skills among Vietnamese EFL learners.
10 learners, addressing common challenges in listening comprehension and enhancing phonological awareness by requiring students to distinguish different sounds and words (Nguyen & Tran, 2020)
Dictation offers immediate feedback, enabling teachers to swiftly identify and correct errors, which is especially advantageous in large classrooms with limited individualized attention (Hoang, 2018) This method is adaptable to different proficiency levels, using simple sentences for beginners and more complex texts for advanced learners, making it versatile for various needs (Le, 2011) Additionally, dictation enhances auditory discrimination and comprehension skills essential for standardized tests like IELTS, aiding in the understanding of spoken English across different contexts (Tran & Duong).
2018) It also fosters bottom-up listening skills, essential for understanding specific details in spoken language, particularly where exposure to English outside the classroom is limited (Field, 2008)
Dictation exercises are proven to enhance listening skills among EFL learners, particularly in Vietnam, where students face challenges in listening comprehension due to limited exposure to authentic spoken English (Nguyen & Tran, 2020) These exercises help improve students' ability to accurately hear and process spoken English, while their repetitive nature reinforces auditory discrimination, allowing learners to better recognize and interpret English sounds, words, and sentences.
Dictation improves phonological awareness, essential for correct pronunciation and listening abilities Vietnamese learners often face challenges with English phonetics because of the distinct differences between the Vietnamese and English sound systems.
Dictation plays a crucial role in helping students improve their pronunciation and listening accuracy by familiarizing them with sounds and their correct articulation Additionally, integrating collaborative learning into dictation activities not only reduces anxiety but also boosts students' confidence (Nguyen, 2018).
Dictation enhances spelling and grammar skills by requiring students to transcribe spoken passages, which fosters attention to correct spelling and grammatical structures This practice leads to improved spelling accuracy and a deeper understanding of English grammar (Nguyen & Nguyen, 2017) Additionally, the immediate feedback and error correction opportunities provided through dictation are vital for student learning, especially in large classes where individual attention is often scarce (Hoang, 2018) This structured method not only reinforces learning but also aids in the retention of correct language forms.
Dictation's versatility makes it ideal for different proficiency levels in Vietnamese EFL classrooms Beginners can strengthen foundational skills through simple sentence dictations, while advanced learners can tackle complex passages and authentic texts, enhancing their listening abilities (Le, 2011) This practice is crucial for developing bottom-up listening skills, allowing students to decode linguistic input at the sound, word, and sentence levels, which is essential for comprehending spoken language in environments with limited exposure (Field, 2008).
2.4.2 Employing Dictation in Teaching Practices
Dictation is an effective teaching technique in language education, where a teacher reads aloud for students to transcribe, enhancing listening comprehension and writing skills This method not only reinforces grammar and vocabulary but also provides immediate feedback A key benefit is the improvement of listening skills, as students practice distinguishing sounds and phrases, which develops their auditory discrimination (Field, 2008) Additionally, repetitive listening allows students to focus on difficult sections, helping them accurately transcribe challenging material (Graham, 2017) Increased participation in these exercises leads to greater learning outcomes (Hu, 2015).
Automaticity in listening is crucial for students to achieve proficiency through consistent exposure and practice This approach is particularly advantageous in English as a Foreign Language (EFL) settings, where authentic spoken language exposure is often scarce Additionally, dictation exercises contribute significantly to writing development, enhancing overall language skills.
12 students practice spelling and punctuation while focusing on the connection between spoken and written language Nation and Newton (2009) note that dictation effectively enhances both receptive and productive language skills
Dictation serves as an effective tool for reinforcing grammar and vocabulary knowledge by necessitating attention to correct structures and word usage According to Lynch (2009), it is adaptable for focusing on specific grammatical or vocabulary elements, making it ideal for targeted practice The immediate feedback provided through dictation enables teachers to swiftly identify and rectify errors, thereby enhancing students' understanding of their mistakes (Ur, 2012) This feedback loop fosters reflection and accuracy, ultimately improving overall language proficiency.
Dictation is an effective tool for enhancing student engagement and concentration, as it promotes active participation essential for improving listening skills (Vandergrift & Goh, 2012) It can be customized for different proficiency levels, allowing beginners to work with simple sentences while advanced learners can engage with more complex texts (Leong, 2019) This versatility makes dictation relevant throughout various stages of language learning Additionally, it plays a crucial role in standardized test preparation, such as IELTS and TOEFL, with research by Tran (2018) indicating that regular dictation practice significantly improves students' ability to process complex auditory information, which is vital for achieving high scores in competitive academic and professional contexts, particularly in Vietnam.
2.4.3 Challenges in Adopting Dictation Listening Practice
A significant challenge in implementing dictation listening practice is the diverse proficiency levels of students, as they exhibit varying listening and writing skills This variability complicates the creation of dictation tasks that are suitably challenging for all learners According to Ur (2012), teachers need to meticulously choose and modify dictation materials to cater to the entire class, a process that can be both time-consuming and complex Therefore, customizing dictation exercises is essential to effectively meet the needs of all students.
13 the needs of both lower-level and more advanced students requires thoughtful planning and flexibility in teaching methods a Potential for Increased Anxiety
Dictation exercises can heighten anxiety in students, especially those with challenges in listening comprehension or time management during writing tasks This anxiety can hinder their performance and overall learning experience, as highlighted by Krashen's Affective Filter Hypothesis, which posits that high anxiety levels create mental barriers to language acquisition To effectively implement dictation activities, it is essential for teachers to foster a supportive, low-stress environment Strategies such as offering positive feedback, providing sufficient time for task completion, and reassuring students that mistakes are part of the learning journey can significantly reduce anxiety levels.
Implementing dictation listening practice effectively requires substantial resources and time, as teachers must prepare appropriate materials that align with students' learning objectives and proficiency levels Conducting dictation exercises and providing individualized feedback can be particularly time-consuming in large classes According to Lynch (2009), logistical challenges, such as ensuring all students can hear the passage clearly and managing technical issues, complicate the process These constraints may discourage teachers from regularly incorporating dictation into their lessons, highlighting the need for effective integration into the broader curriculum.
Incorporating dictation listening practice within a comprehensive language curriculum poses challenges, as it should complement a balanced program rather than dominate it While dictation enhances specific language skills, excessive focus on this method can restrict students' exposure to varied listening experiences To address this, Newton (2014) recommends integrating task-based learning, ensuring a well-rounded approach to language education.
Pre-Intermediate Students' Attitudes and Perceptions towards Dictation Listening Practice
Engagement plays a vital role in language learning, especially in enhancing listening skills Dictation exercises foster interactivity by demanding active listening and accurate transcription As noted by Baker (2018), these exercises boost engagement by encouraging focused auditory processing and sustained attention, which keeps learners cognitively active throughout the activity.
The real-time feedback mechanism in dictation exercises is crucial for student engagement, allowing learners to quickly pinpoint areas needing improvement, such as misheard phonemes or unfamiliar vocabulary This immediate feedback fosters autonomy in addressing learning gaps and encourages deeper involvement in skill development Garcia (2021) emphasizes that incorporating multimedia elements, including diverse accents and contexts, further enhances engagement by accommodating various learning preferences.
Incorporating authentic materials like news articles, podcasts, and dialogues enhances students' interest by providing contextual relevance and real-world application (Chen, 2020) Additionally, diversifying dictation activities challenges learners to navigate various linguistic environments, which broadens their listening skills and maintains their engagement.
Motivation plays a crucial role in language learning, with both intrinsic and extrinsic factors affecting outcomes Dictation exercises enhance motivation by offering structure and predictability, as noted by Tran (2021) The clear objectives of dictation tasks help learners stay focused, which is especially advantageous for students facing challenges in listening comprehension.
Achieving success in dictation tasks serves as a strong motivator for learners, enhancing their self-confidence and reinforcing their belief in handling more complex listening exercises According to O’Reilly (2019), these small victories foster a positive learning atmosphere, inspiring students to engage with language tasks enthusiastically.
Tracking progress over time significantly enhances motivation, as evidenced by Li and Gao (2023), who found that students who notice improvements in their listening accuracy through consistent practice exhibit greater intrinsic motivation and persistence This awareness of the link between effort and improvement encourages students to embrace a growth mindset, allowing them to see challenges as valuable opportunities for development.
The effectiveness of dictation significantly influences students' attitudes towards its use in their education Many learners acknowledge that dictation enhances their listening skills, which are essential for success in high-stakes exams such as the IELTS According to Zhao (2022), students who participate in dictation exercises consistently achieve better results in listening assessments compared to their peers.
Dictation not only enhances listening skills but also reinforces vocabulary, grammar, and spelling According to Lee and Huang (2020), repeated exposure to contextualized language structures through dictation facilitates internalization, making it a versatile tool for comprehensive language acquisition As students recognize these advantages, they often become more committed to regular practice, understanding the direct connection between dictation exercises and improved academic performance.
Martinez (2023) highlights that students perceive dictation as a vital link between their listening and writing skills, which significantly boosts their overall communicative competence This perspective aligns with broader language learning objectives, reinforcing the idea that dictation is an essential part of their educational experience, as emphasized by Kim (2024).
Dictation offers several advantages, but it also poses challenges that can affect students' perceptions and attitudes Key issues include performance anxiety, lapses in concentration, and difficulties with spelling and grammar According to Nguyen (2023), the fear of making mistakes often discourages students from participating actively, which negatively impacts their engagement and overall learning outcomes.
To overcome learning challenges, it is crucial to create a supportive and collaborative environment Implementing group-based dictation tasks can alleviate individual pressure, fostering peer interaction and teamwork Additionally, offering constructive feedback that emphasizes progress instead of mistakes helps develop a growth mindset, mitigates fear of failure, and encourages resilience among learners.
Integrating technology, like self-paced dictation apps, empowers students to manage their practice speed effectively According to Smith (2023), these digital tools offer instant feedback and allow learners to revisit challenging areas, which boosts their confidence and aids in skill retention Such advancements help students engage more fully, promoting a more positive outlook on dictation.
Research on Developing Bottom-Up Listening Skills through Dictation in Asia and in Europe
Recent research in Asia has focused on the development of bottom-up listening skills through dictation, reflecting the growing importance of English language proficiency in various educational settings Studies, such as those by Li and Zhang (2019) in China, have shown that regular dictation practice enhances students' word recognition and phrase interpretation abilities Likewise, Suzuki (2018) in Japan corroborated these findings, emphasizing the effectiveness of dictation in improving listening comprehension.
18 dictation exercises enhanced phonemic awareness, enabling learners to better distinguish between similar sounds, which bolstered their overall listening comprehension
While studies highlight the advantages of dictation, they also reveal certain limitations Most research is conducted in controlled classroom environments, which may not accurately reflect real-world language usage or the diverse needs of learners Additionally, these studies often focus on homogeneous groups, restricting the applicability of their findings to more varied educational settings.
A 2020 study conducted in South Korea emphasized the effectiveness of dictation for improving word recognition; however, it overlooked the varying language backgrounds and proficiency levels of learners This oversight reveals a significant gap in understanding how dictation should be tailored to meet the diverse educational needs present in Asian contexts.
In Europe, research on the use of dictation for developing bottom-up listening skills has been explored across various linguistic and cultural contexts For example, Smith and Jones
Research across various countries highlights the significant benefits of dictation exercises in language learning A study in the United Kingdom (2017) demonstrated that regular dictation practice enhances students' skills in segmenting spoken language and identifying individual words and phrases Similarly, García et al (2019) in Spain found that dictation exercises improve phonological awareness and sound discrimination, leading to better listening comprehension Furthermore, Müller and Schmidt (2018) in Germany underscored the dual advantages of dictation for vocabulary acquisition and grammatical accuracy, both of which contribute to enhanced listening skills.
European studies on dictation yield positive outcomes; however, they exhibit limitations that warrant further investigation Most research emphasizes the short-term effects of dictation in structured classroom environments, neglecting the long-term influence on the development of listening skills Furthermore, while dictation is effective in enhancing phonological awareness, its broader implications require deeper exploration.
Research on syntactic recognition is limited regarding its integration into diverse curricula and adaptation for varying language proficiency levels This underscores the necessity for more extensive studies that explore a wider range of learner profiles and teaching methods.
2.6 A Research Gap in the Development of Bottom-Up Listening Skills through Dictation Practice
Research in Asia and Europe highlights the potential of dictation for enhancing bottom-up listening skills; however, there are notable gaps, particularly regarding its application in specific educational contexts like Vietnam's pre-intermediate EFL classrooms While studies from countries such as China, Japan, and the United Kingdom demonstrate the advantages of dictation, they frequently overlook the unique challenges that learners encounter in diverse cultural and linguistic environments.
In Vietnam, where English is a foreign language, students often face challenges with phonemic differentiation and rapid speech comprehension, highlighting the need for tailored research Current studies fall short in examining how dictation can be adapted to address these specific issues or how it can be integrated with other teaching methods to assist pre-intermediate learners Bridging this gap is crucial for creating effective strategies that improve listening skills and enhance teaching practices within the Vietnamese educational system Additionally, investigating this area can lead to a deeper understanding of how dictation methods can be optimized to meet the diverse needs of learners in various contexts.
Research Methodology and Design
Research Methodology: A Mixed-methods Study with a Quasi-experimental Design
This mixed-methods study explored the effectiveness of dictation in enhancing bottom-up English listening skills among pre-intermediate students in Vietnam, utilizing a quasi-experimental design to establish causal relationships By comparing pre-post tests and progress tests between an experimental group and a control group, the study effectively isolated the impact of dictation exercises while minimizing confounding variables, thereby providing valuable insights into the improvement of students' listening abilities.
The use of a quasi-experimental design is essential for systematically evaluating the research problem, as it employs measurable and replicable methods to track changes in listening skills over time (Ary et al., 2018) By implementing pre- and post-tests, the study provides objective evidence of progress, delivering quantitative insights into the role of dictation exercises in enhancing bottom-up listening skill development (Field).
The inclusion of a control group in the study established a baseline for comparison, allowing for a clearer assessment of whether the improvements observed were directly linked to the dictation intervention rather than influenced by other factors (Fraenkel et al., 2019).
To enhance the analysis within the quasi-experimental framework, qualitative data collection was incorporated, utilizing semi-structured interviews and open-ended survey responses This approach aimed to investigate students' experiences, attitudes, and challenges regarding dictation exercises By integrating qualitative insights, the research provided a richer understanding of learners' perspectives and engagement, complementing the quantitative findings effectively.
21 critical to understanding the broader implications of the intervention (Creswell & Creswell, 2017; Dửrnyei, 2007)
The integration of a quasi-experimental design with qualitative elements enabled a comprehensive analysis of the research problem, aligning seamlessly with the study's objectives This approach allowed for an in-depth exploration of both the measurable outcomes of dictation practice and the participants' subjective experiences Consequently, the findings were robust and credible, grounded in empirical evidence and real-world context (Creswell & Creswell, 2017).
In Vietnam, learners encounter challenges like rapid speech, accent differentiation, and technical vocabulary acquisition A quasi-experimental design proved effective in addressing these issues, revealing significant improvements in listening comprehension through quantitative data Qualitative insights indicated that dictation exercises not only reinforced vocabulary acquisition but also enhanced attention to detail and boosted learner motivation This mixed-methods study provided a nuanced understanding of how dictation can support bottom-up listening skills and inform effective language teaching strategies.
The study's validity and generalizability were compromised by several factors, including a small sample size from a single language institute in Ho Chi Minh City, which limited the applicability of findings to a wider audience By concentrating exclusively on pre-intermediate students, the research overlooked the needs of beginners and advanced learners The brief intervention period may have failed to capture the long-term impacts of dictation exercises on listening skills, while reliance on self-reported data introduced potential biases Additionally, the focus on bottom-up listening skills neglected top-down processing and did not fully consider external factors such as prior exposure, learning styles, cognitive abilities, and motivation that could have influenced the results.
3.1.3 Measures Taken to Minimize the Impact of Potential Problems
To enhance the validity and reliability of the study, several key measures were implemented Purposive sampling was employed due to the small sample size, with findings explicitly noted as limited in scope, paving the way for future research involving larger groups The research focused on pre-intermediate students, highlighting the need for studies on learners at varying proficiency levels To address the short intervention period, the study recommended longitudinal research and interpreted the results as indicative of short-term effects To mitigate bias in self-reported data, qualitative methods such as group interviews were utilized, ensuring participant anonymity and thoughtfully crafted survey questions Additionally, the study called for future exploration of both bottom-up and top-down listening skills, along with the application of advanced statistical techniques to better account for external variables.
Research Design
The research was conducted in a language institute named Dominic IELTS in Vietnam, where pre-intermediate English language courses are taught
The study focused on thirty pre-intermediate students from the Dominic IELTS Center in Ho Chi Minh City, with their proficiency level confirmed through placement tests conducted by the institution to establish a uniform baseline of language skills among the participants.
The study involved a participant group of thirty students, evenly split between fifteen males and fifteen females, aged 18 to 30 These participants came from diverse socioeconomic backgrounds and had varying degrees of prior experience with English language learning, with detailed information gathered through a demographic questionnaire.
23 information on each participant’s age, gender, educational history, and prior experience with English language education
The study utilized a purposive sampling method to select participants with pre-intermediate English proficiency, ensuring they met specific criteria Recruitment involved advertising at the language center and inviting students from relevant English classes To streamline participant selection, convenience sampling was also employed, focusing on specific language courses within the center.
Participants in the study were categorized into two groups: the experimental group (participants #1 to #15) engaged in dictation-based listening exercises, while the control group (participants #16 to #30) followed a traditional listening curriculum without dictation This structure facilitated a comparative analysis of the effects of dictation on the development of bottom-up listening skills, providing a balanced evaluation of its impact as a learning tool.
3.2.5.1 Pre-and Post- listening tests and Progress tests a Pre-test (see Appendix 1.1)
The pre-test aimed to establish a baseline for participants' English listening skills prior to dictation activities It featured diverse listening tasks that evaluated various aspects of bottom-up processing skills, ensuring comprehensive assessment The test content was tailored to mirror real-life listening situations, utilizing Standard English accents and vocabulary suitable for pre-intermediate learners Sample materials were sourced from reputable English learning resources to align with the participants' proficiency level.
Listening to Spoken Passages: Evaluated overall comprehension through passages, where participants filled in missing words to demonstrate understanding of context and vocabulary
Participants were evaluated on their ability to accurately follow and transcribe dialogues, emphasizing their attention to detail and transcription skills through the precise documentation of each sentence.
Detailed Dictation Tasks: Such tasks required participants to answer questions based on a dialogue, testing their ability to capture specific information and main ideas
Administer a dictation-based English listening test to all participants
Ensure that the test covers a range of listening skills, including comprehension of spoken passages, understanding of dialogues, and attention to detail
Proctor the test under standardized conditions to maintain consistency across all participants
Collect and record the test scores for each participant b Post-test (see Appendix 1.2)
The post-test evaluated the effectiveness of the dictation intervention on participants' bottom-up listening skills To ensure accurate measurement of improvements, materials were sourced from similar contexts as those used during the eight-week program This approach confirmed that any advancements were due to the dictation activities and not variations in test difficulty Furthermore, to facilitate direct comparisons, the post-test was designed to mirror the pre-test in both structure and content.
Listening to Comprehension Passages: Similar in complexity to those in the pre-test, participants filled in missing words in passages, ensuring the assessment reflected the same skills
Dialogues and Dictation Tasks: Tasks that required detailed listening and transcription, such as writing down missing adjectives, tested the same skills as in the pre-test
Transcription and Completion Tasks: Similar to the pre-test dialogue completion task, which required participants to fill in missing sentences, ensuring they applied the same listening strategies
Administer a similar standardized English listening test to all participants after they have completed the eight-week dictation intervention
Ensure that the post-test covers the same range of listening skills as the pre-test for consistency in assessment
Proctor the post-test under standardized conditions similar to the pre-test administration
Collect and record the post-test scores for each participant
Analyze the pre-test and post-test scores to determine any changes or improvements in the participants' English listening skills after engaging in dictation activities
Use statistical analysis to compare the pre-test and post-test results and identify any significant differences c Progress tests (see Appendices 2.1 and 2.2)
The 2 progress tests were designed to assess the impact of dictation activities on developing bottom-up English listening skills among participants in the experimental group The tests were conducted at two intervals (30 th June and 20 th July) during the 8-week dictation intervention to monitor ongoing improvements and evaluate the effectiveness of the instructional methods The two progress tests played a crucial role in assessing the ongoing impact of dictation activities on participants' listening skills throughout the 8-week intervention Administered at two intervals, these tests allowed for regular monitoring of students' listening comprehension development By evaluating students' performance at each stage, the tests provided immediate feedback on their progress and areas needing
The implementation of improvement strategies enabled instructors to customize their teaching methods, effectively addressing student needs and strengthening listening skills The progress tests provided essential insights into the impact of dictation exercises on enhancing bottom-up listening abilities among participants.
Gap-Filling Tasks: Participants listened to passages comparable in difficulty to the pre-test, filling in missing vocabulary to assess their comprehension skills
Error identification in dialogues requires participants to pinpoint language mistakes, assessing their critical listening skills and comprehension of proper language usage, similar to the detailed listening necessary during the pre-test.
Contextual Sentence Reconstruction: Participants transcribed missing sentences from a conversation, reinforcing their ability to follow conversational flow and apply listening strategies
During the 8-week dictation intervention, the experimental group underwent two progress tests at different intervals These tests were carefully designed to mirror each other in format and content, effectively covering the same spectrum of listening skills This uniformity facilitated a dependable evaluation of any improvements in listening abilities attributed to the dictation activities.
The first progress test was conducted at the midpoint of the intervention, and the second progress test was administered towards the end of the intervention period
The progress tests were conducted under standardized conditions similar to those of the pre-test, ensuring fairness and accuracy in the evaluation process.
Scores from both progress tests were collected and recorded systematically for each participant This ensured accurate tracking of individual performance throughout the intervention
The scores from the two progress tests were analyzed to identify any changes or improvements in the participants' English listening skills This analysis focused on
27 assessing how the dictation activities influenced listening comprehension and related skills
Statistical methods were utilized to analyze the outcomes of two progress tests, revealing significant differences in listening performance This analysis assessed the effectiveness of the dictation intervention, highlighting its impact on improving listening skills.
The dictation intervention at Dominic IELTS in Ho Chi Minh City, Vietnam, focuses on improving the bottom-up English listening skills of pre-intermediate students This study aims to assess the effectiveness of dictation practice in enhancing participants' abilities to accurately comprehend and transcribe spoken English Over an 8-week structured intervention, the research investigates the impact of dictation on listening comprehension, spelling, punctuation, and overall language proficiency.
- Introduction to Dictation and Listening Skills (Week 1-2)
After the pre-test, participants were introduced to the concept of dictation and fundamental listening skills
Basic dictation techniques, including spelling, punctuation, and listening for specific details, were covered
Listening comprehension activities were incorporated to reinforce understanding of spoken English
- Integration of Dictation with Other Skills (Week 3-4)
Dictation was integrated with other language skills, such as speaking and vocabulary building
1 st progress test was administered
Participants engaged in role-play activities, dictation projects, and collaborative tasks to apply dictation skills in authentic contexts
Visual aids and authentic materials were used to enhance comprehension and engagement
- Bottom-Up Listening Skills Development (Week 5-6)
Participants focused on developing bottom-up listening skills, including identifying individual sounds, words, and phrases
Discrimination exercises and detailed dictation tasks were employed to enhance listening comprehension
Emphasis was placed on listening for specific details and information retrieval
2 nd progress test is admistered
Participants prepared for assessment through practice tests and individualized support sessions
The intervention concluded with a post-test to evaluate participants' progress in bottom-up English listening skills
Feedback and reflection sessions provided an opportunity for participants to review their performance and identify areas for improvement
The survey section of this research proposal aims to collect both quantitative and qualitative data from pre-intermediate students within the Vietnamese educational context It focuses on exploring students' perceptions, experiences, and attitudes towards dictation activities as a method for enhancing bottom-up English listening skills The questionnaire is designed to align closely with interview questions, emphasizing the research's dedication to understanding students' experiences with dictation at the Dominic IELTS Center By gathering qualitative insights and quantitative data, the survey aims to assess the effectiveness of dictation in improving listening skills and to identify the perceived benefits associated with this learning activity.
Findings and Discussion
Quantitative Analysis of Dictation Practice Impact and Discussion
4.1.1 Comparative Analysis of Pre-and-Post Test Results
4.1.1.1 Evaluating Experimental vs Control Group Performance
This section analyzes the listening skills of the experimental and control groups, as illustrated in Tables 1 and 2 The experimental group, which participated in an 8-week dictation intervention, exhibited notable enhancements in their listening abilities Conversely, the control group, which received traditional instruction, experienced only minimal improvements Figures 2 and 3 further depict the varying levels of progress in both groups, underscoring the effectiveness of the dictation intervention for the experimental group.
Table 1 Pre- and Post-test Results of the Experimental Group
Table 2 Pre- and Post-test Results of the Control Group
To visually represent the distribution of improvement levels among the participants in the experimental group, the results were calculated as percentages and presented in Figure 2
Figure 2 Distribution of Improvement Levels in Listening Skills
After the Dictation Intervention in the Experimental Group
To illustrate the distribution of improvement levels among the participants in the control group, the results were converted into percentages and displayed in a Figure 3
Figure 3 Distribution of Improvement Levels in Listening Skills After the Dictation Intervention in the Control Group
Marked Improvement Significant Improvement Moderate Improvement Minimal Improvement
Marked Improvement Significant Improvement Moderate Improvement Minimal Improvement
4.1.1.2 Performance Insights: Experimental Group (see Table 1 and Figure 1) vs Control Group (see Table 2 and Figure 2)
An 8-week dictation intervention involving 15 participants significantly enhanced their listening skills, with 53% showing marked improvement in post-test scores Additionally, 40% demonstrated significant progress, highlighting the effectiveness of the intervention in improving listening comprehension This aligns with theories by Field (2008) and Vandergrift and Goh (2012), which emphasize the importance of bottom-up listening skills The dictation exercises helped students decode phonemes, recognize word boundaries, and understand syntax, as supported by research from Goh (2000) and Rahimi (2008) Encouragingly, all participants exhibited some level of improvement, indicating that the dictation practice positively affected everyone, regardless of their initial proficiency levels.
The control group, consisting of 15 participants who did not receive the dictation intervention, demonstrated minimal improvement in listening skills, with only 7% achieving significant progress In contrast, the experimental group benefited greatly from dictation exercises, underscoring the effectiveness of innovative instructional methods The findings align with Nguyen and Tran (2020), indicating that traditional teaching strategies are less effective in enhancing listening comprehension This stark contrast highlights the limitations of conventional approaches and suggests that incorporating dictation practice can lead to more substantial learning outcomes.
41 developing precise listening skills, leading to more significant improvements in student performance
4.1.2 Correlation Analysis of Test Results: Pearson Correlation Coefficients (r) (see
A study using Pearson Correlation Coefficients evaluated the effect of dictation on listening skills, revealing significant improvements in the experimental group that engaged in dictation practice The experimental group’s mean pre-test score was 15.47, which rose to 25.13 post-test, while the control group only saw a minor increase from 14.2 to 14.93 The Pearson Correlation Coefficient for the experimental group was 0.841, indicating a strong positive correlation between dictation practice and enhanced listening performance, thus demonstrating the effectiveness of dictation exercises in improving listening comprehension.
The control group demonstrated a coefficient of 0.563, indicating a moderate correlation This finding supports the notion that traditional listening methods may be less effective in fostering deep listening skills.
Recent findings highlight the significant advantages of dictation exercises in enhancing listening skills compared to traditional methods According to Graham (2017), repetitive listening tasks like dictation improve bottom-up processing by training learners to focus on smaller linguistic units, such as sounds and words The effectiveness of dictation is further reinforced by its dual focus on auditory and written output, which promotes deeper cognitive engagement The notable improvement in the experimental group's scores indicates that dictation exercises not only enhance listening comprehension but also facilitate better retention and processing of auditory information.
The experimental group demonstrated significant improvement, while the control group also experienced modest gains, indicating the benefits of traditional listening methods This underscores the potential of dictation exercises as a more focused approach to skill development The positive outcomes in the experimental group suggest that dictation can serve as an effective supplementary tool in language learning programs, especially for enhancing listening skills.
Research supports the effectiveness of focused listening tasks, as highlighted in Field's (2008) study, emphasizing that dictation exercises significantly enhance language learners' listening skills due to their structured and repetitive nature Exploring the long-term impacts of dictation and its combination with other teaching methods could yield valuable insights for optimizing language acquisition strategies.
4.1.3 Progress Test Data and Supplementary Findings
To assess the effect of dictation on listening skills, two progress tests were administered to 15 students in the experimental group on June 30 and July 20 These tests focused on listening comprehension through activities such as filling in missing words The comparison of results revealed differing degrees of improvement, underscoring the effectiveness of dictation practice.
Figure 4 illustrates the distribution of improvement levels among participants in the experimental group, as the results from the two progress tests were converted into percentages.
Figure 4 Distribution of Improvement Levels in the 2 Progress Tests
All participants demonstrated progress in their listening skills through dictation exercises, with none reporting "No Improvement." This highlights the effectiveness of dictation as a focused listening activity for enhancing listening comprehension However, the degree of improvement varied, as one-third of participants experienced only minimal gains This variability suggests that the effectiveness of dictation exercises may depend on individual factors, including prior proficiency, learning styles, and the consistency of practice.
A significant 67% of participants showed moderate improvement, reinforcing the notion that dictation effectively enhances listening skills This group likely benefited from the structured and repetitive nature of dictation, which aids in bottom-up processing and helps students focus on the finer details of speech, as highlighted by Graham (2017) These results align with existing research that emphasizes dictation's positive impact on listening comprehension However, it is crucial to mention that no students
No improvementMinimal improvementModerate improvementSignificant improvementMarked improvement
44 reported "Significant" or "Marked Improvement," which suggests that while dictation exercises were effective in driving steady progress, they did not lead to dramatic changes in listening abilities
The modest improvement in listening proficiency suggests that while dictation is a beneficial tool, its effects may be gradual rather than revolutionary This indicates the need for supplementary support and more intensive practice to achieve higher proficiency levels Furthermore, addressing challenges like unfamiliar accents, rapid speech, and technical vocabulary is essential, as highlighted by participants in the qualitative data Overall, the moderate gains imply that dictation exercises can aid listening development, but their effectiveness may diminish without the incorporation of diverse listening strategies or more complex tasks.
The findings indicate that dictation should be integrated into a comprehensive strategy for improving listening skills, rather than being viewed as an isolated method Future research could investigate the interaction between dictation and other listening activities, such as interactive tasks, and examine how its effectiveness evolves when incorporated into a more intensive or varied language program.
Table 4 highlights significant differences in the attitudes, impressions, and reactions of subjects who received the experimental treatment compared to control pairs engaged in dictation activities in language listening.
Female: 15 Grade/Level Pre-intermediate: 30
Helps focus on specific sounds, improves spelling, reinforces vocabulary, provides immediate feedback
Difficult to follow, anxiety-inducing, preference for other methods like listening to podcasts
Helps focus on individual words and their pronunciation: 25
Improves ability to understand spoken English sentences: 20
Helps recognize common English phrases and expressions: 18
Enhances ability to follow spoken instructions accurately: 15
Provides practice in spelling and vocabulary retention: 22
Boosts confidence in listening to English: 19
Other: 2 (improves memory, aids in learning grammar structures)
Specific Instances Improved test scores, better understanding of accents, increased confidence in real-life conversations, enhanced ability to follow classroom instructions
Section 3: Challenges and Concerns Challenges
Difficulty understanding the speaker's accent or pronunciation: 18
Struggle to keep up with the pace of dictation: 15
Difficulty in distinguishing between similar-sounding words: 12
Lack of confidence in spelling or vocabulary knowledge: 10
Feeling anxious or stressed during dictation exercises: 8
Other: 3 (distractions in the environment, poor audio quality, lack of variety in exercises)
Asking for repetitions, practicing more frequently, using additional listening materials, working with peers, seeking feedback from teachers, using recording devices for playback
Section 4: Preferences and Suggestions Enjoyable Aspects
Use of technology for playback
Incorporating current events or interesting topics
More interactive and engaging materials
Peer-review sessions to enhance learning
Real-life context in dictation exercises
More supportive strategies to reduce anxiety
Overall positive feedback on dictation
Request for more engaging materials
Suggestion to mix dictation with other listening activities
Appreciation for the immediate feedback and correction provided by dictation
Request for more real-life context in dictation exercises
Desire for more interactive and fun dictation sessions
Suggestion to include peer-review sessions to enhance learning
Appreciation for the structured and focused approach of dictation exercises
Sometimes the audio quality is poor, which makes it hard to follow
Would love to have more supportive strategies to reduce anxiety
Suggestion to use multimedia resources to make dictation more interesting
Increased feedback sessions to understand progress better
Table 4 Survey Results on Dictation Exercises
Qualitative Insights on Student Attitudes Toward Dictation Practice and Discussion
This study investigates the attitudes of pre-intermediate students regarding the effectiveness of dictation in enhancing their bottom-up English listening skills To answer research question 2, qualitative data were collected through six group interviews and survey responses, offering valuable insights into the students' perspectives on this teaching method.
A thematic analysis of interview data revealed key themes regarding students' perceptions of dictation exercises, emphasizing both the benefits and challenges they present in enhancing listening skills Qualitative survey responses further enriched this analysis, providing examples of perceived improvements and challenges, along with student suggestions for refining dictation practices Together, these qualitative data sources offer a comprehensive understanding of student attitudes, highlighting the value of dictation in listening development and practical ideas for its optimization.
4.2.1 Thematic Analysis of Group Interview Responses a Recent Dictation Activity and Improvement in Listening Skills
Engagement in dictation activities is essential for language acquisition, particularly in enhancing listening skills Students across six groups reported high engagement during dictation exercises on topics like global warming, cultural diversity, and technological advancements For instance, Participant #4 from Group 1 stated that the dictation on global warming improved their understanding of environmental issues, underscoring the importance of relevant content in boosting both listening skills and knowledge retention This supports Nguyen and Tran’s (2020) research, which shows that consistent dictation practice significantly enhances listening comprehension among Vietnamese EFL learners Similarly, Participant #6 from Group 2 noted that the cultural diversity dictation enriched their understanding of cultural nuances, aligning with Field’s (2008) claim that contextual listening deepens language understanding and its real-life application The interactive nature of dictation encourages students to focus on auditory input and written output, fostering deeper cognitive processing and greater investment in their learning Overall, these findings indicate that dictation not only improves listening skills but also enhances student engagement with the material.
52 content more critically, reinforcing the importance of active involvement in language learning b Helpful Dictation Experience and Enjoyment of Dictation Activities
Motivation is an essential factor in language learning, and many students indicated that dictation exercises positively influenced their intrinsic and extrinsic motivation Participant
Participants in the study highlighted the motivational benefits of self-correction and timely feedback in dictation exercises Group 1's participant noted that correcting errors provides a satisfying sense of accomplishment, while Group 3's participant emphasized how class feedback keeps them motivated and aware of their progress These insights reflect Vandergrift and Goh’s (2012) assertion that active participation in listening tasks fosters student ownership of learning Additionally, O'Reilly (2019) pointed out that achieving success in dictation tasks enhances students' confidence and self-efficacy This positive reinforcement not only boosts motivation but also encourages future engagement in listening activities, underscoring dictation's role in skill development and motivation enhancement.
While dictation offers numerous benefits, students also face challenges that can hinder its effectiveness Participants from various groups reported difficulties in understanding British and Australian accents and keeping up with rapid speech, echoing findings by Nguyen and Tran (2020) regarding Vietnamese learners Additionally, some participants highlighted struggles with technical vocabulary and slang, complicating the dictation process Nevertheless, students employed effective strategies, such as focused listening, to navigate these obstacles.
53 to relevant podcasts and compiling vocabulary lists,” to prepare for dictation exercises
Ur (2012) emphasizes the importance of preparation and adaptability in language learning, indicating that students must actively engage with the material to overcome challenges and enhance their performance While dictation is a valuable tool, it presents certain barriers that must be addressed to fully realize its benefits Exploring additional advantages of dictation and potential improvements can further optimize its effectiveness as a learning resource.
Participants highlighted several advantages gained from dictation exercises, extending beyond enhanced listening abilities For instance, Participant #12 from Group 3 remarked that the focus required during dictation has significantly contributed to improving their reading skills.
Participant #16 from Group 4 noted, “My spelling has become more accurate, boosting my writing confidence,” highlighting the diverse benefits of dictation This aligns with Nguyen and Nguyen’s (2017) research, which indicates that dictation exercises significantly improve grammar and spelling skills Furthermore, dictation serves as a valuable tool for enhancing listening, writing, and reading abilities To enrich the learning experience, Participants #14 from Group 3 and #20 from Group 5 recommended diversifying the accents and topics in dictation exercises and incorporating more interactive discussions afterward, echoing the suggestions of Tran and Duong.
In 2018, a call was made for greater real-world relevance in language instruction, emphasizing that diversifying exercises can enhance the engagement and applicability of dictation The effectiveness of dictation is crucial in language learning, as it not only improves listening and writing skills but also makes the learning experience more meaningful and relatable to everyday situations.
Participants widely agreed that dictation exercises significantly enhance listening skills essential for effective real-world communication As noted by Participant #10 from Group 2, “Dictation helps me get used to different ways people speak, especially in interviews or podcasts,” emphasizing the practical advantages of these exercises.
Dictation activities play a crucial role in preparing students for diverse listening contexts, aligning with Ur’s (2012) assertion that such exercises enhance adaptability and confidence in real-world interactions Participant #25 from Group 6 highlighted the benefits of exposure to various accents, such as British and Australian, through dictation, which fosters the listening flexibility needed to comprehend a wide range of spoken English This feedback underscores that dictation not only sharpens students' understanding of different accents but also equips them for dynamic, real-world communication, reinforcing the importance of these exercises in connecting classroom learning with practical skills.
In addition to the positive effects, participants provided insightful suggestions for refining dictation activities to make them more interactive and engaging For instance, Participant
Participants emphasized the benefits of collaborative learning and multimedia integration in dictation exercises Group 4's Participant #17 noted that group discussions enhance understanding and peer learning, while Group 5's Participant #19 highlighted that incorporating multimedia elements, like videos and interactive software, boosts engagement and motivation This aligns with Tran and Duong's (2018) findings on the effectiveness of diverse learning tools Additionally, Group 3's Participant #22 suggested expanding dictation topics to include current events and pop culture, making the activities more relatable Collectively, these insights underscore a demand for a dynamic, student-centered approach to dictation that merges traditional methods with modern, interactive components to improve engagement and learning outcomes.
4.2.2 Qualitative Survey Analysis Results (see in Table 4) a Positive Impacts of Dictation (23 Participants)
Out of the 30 participants, 23 reported experiencing significant benefits from dictation exercises A majority (20 participants) emphasized improvements in focusing on specific sounds, which enhanced their pronunciation and listening accuracy Participant #3 shared,
Dictation enhances my focus on word pronunciation, significantly improving my listening skills in class, which aligns with Ur's (2012) findings on phonetic awareness Additionally, 22 participants reported that dictation bolstered their spelling abilities by reinforcing correct practices through careful transcription As participant #15 noted, "I have become more confident in my spelling after doing regular dictation exercises," further supporting Graham's research.
A 2017 study highlighted the significance of active engagement and retention in learning, with 20 participants noting that dictation enhances vocabulary recall One participant emphasized, “I remember new words better when I hear them in context and write them down.” Additionally, 23 participants valued the immediate feedback received during the process, which was particularly appreciated by Participant #7.
Immediate feedback allows me to identify my mistakes and improve swiftly, aligning with Krashen's (1982) assertion that feedback plays a crucial role in alleviating anxiety and boosting learning results However, seven participants reported facing challenges related to negative feedback.
Integration of Quantitative and Qualitative Findings and Discussion
A comprehensive analysis of both quantitative and qualitative data highlights the positive effects of dictation exercises on bottom-up listening skills in pre-intermediate students The quantitative findings indicate that students who regularly participated in dictation activities showed significant improvements in their listening abilities, with a strong positive correlation (r ≈ 0.841) between the frequency of dictation and enhanced listening skills, aligning with Goh’s research.
The 2000 cognitive processing model emphasizes the significance of focused listening practice for skill enhancement Survey results reveal that 73.3% of students in the experimental group participated in dictation exercises more frequently than the 53.3% in the control group, which is linked to more favorable attitudes towards the practice Notably, 66.7% of the experimental group had a positive view of dictation, compared to only 53.3% in the control group This correlation between increased practice and positive perceptions highlights the importance of engagement in developing listening skills, reinforcing Ur's findings.
(2012) assertion that active participation enhances learning outcomes
A recent survey reveals that 80% of students in the experimental group found dictation exercises beneficial for enhancing listening skills, compared to only 33.3% in the control group, underscoring the effectiveness of dictation as a pedagogical tool Despite both groups facing similar challenges in distinguishing accents and processing rapid speech, the experimental group recognized the advantages of dictation, including improved comprehension and greater confidence in conversational contexts These results resonate with Kiany and Shiramiry's (2002) findings, which highlight dictation's role in boosting self-assurance in listening and speaking tasks, indicating a need for tailored dictation exercises to accommodate diverse learner needs, as suggested by Field (2008).
While the experimental group experienced positive outcomes, they also faced challenges like anxiety related to speech pace and difficulties with unfamiliar accents Participants recommended incorporating diverse accents and offering playback options to enhance flexible learning, aligning with Vandergrift and Goh's (2012) suggestions These insights highlight key areas for future improvement, aiming to make dictation exercises more accessible and effective for all learners.
The study reveals that regular dictation practice greatly improves listening skills, while also emphasizing the need to tackle challenges like speech pace, accents, and learner anxiety To enhance the effectiveness of dictation exercises, incorporating participant feedback, including diverse accents and technological support, is essential Future research should investigate these adaptations and broaden the study to encompass various listening contexts and technological tools to cater to the diverse needs of learners.