USING DICTOGLOSS TECHNIQUE TO IMPROVE THE EFFECTIVENESS OF 8 TH FORM STUDENTS’ LISTENING COMPREHENSION= sử dụng kỹ thuật Dictogloss để nâng cao hiệu quả học nghe hiểu của học sinh lớp 8

VIETNAM NATIONAL UNIVERSITY HANOI
UNIVERSITY OF FOREIGN LANGUAGE & INTERNATIONAL STUDIES
DEPARTMENT OF POSTGRADUATE STUDIES
o0o



PHÙNG THỊ MƠ


USING DICTOGLOSS TECHNIQUE TO IMPROVE
THE EFFECTIVENESS OF 8
TH
FORM STUDENTS’
LISTENING COMPREHENSION

(Sử dụng kỹ thuật Dictogloss để nâng cao hiệu quả học
nghe hiểu của học sinh lớp 8)

M.A. Minor Programme Thesis


Field: English Teaching Methodology
Code: 60140111


Hanoi – 2014

VIETNAM NATIONAL UNIVERSITYHANOI
UNIVERSITY OF FOREIGN LANGUAGE & INTERNATIONAL STUDIES

DEPARTMENT OF POSTGRADUATE STUDIES
o0o


PHÙNG THỊ MƠ


USING DICTOGLOSS TECHNIQUE TO IMPROVE
THE EFFECTIVENESS OF 8
TH
FORM STUDENTS’
LISTENING COMPREHENSION

(Sử dụng kỹ thuật Dictogloss để nâng cao hiệu quả học
nghe hiểu của học sinh lớp 8)


M.A. Minor Programme Thesis


Field: English Teaching Methodology
Code: 60140111
Supervisor: Dr. Trần Thị Tuyết


Hanoi – 2014
i

STATEMENT OF AUTHORSHIP
I hereby state that I: Phùng Thị Mơ, am the author of the thesis entitled:

―Using Dictogloss technique to improve the effectiveness of 8
th
form students‘
listening comprehension‖, which is the result of my own research for the Degree of
Master of Arts at University of Languages and International Studies, Vietnam
National University, and that this thesis has not been submitted for any other
degrees.
The thesis also integrates the publication with my supervisor during my
candidature. The publication is included in appendix III.

Hanoi, 2014

Phùng Thị Mơ









ii

ACKNOWLEDGEMENTS
First of all, I would like to express my most sincere gratitude to Dr. Tran Thi
Tuyet, my honorable supervisor for her great guidance and encouragement without
which the study would not be completed. Her patience and the amount of time she
spent on revising manuscripts with muddled up contents have been truly
appreciated. Besides, her sense of thoughtful criticism and recognition of the work

have played a crucial role to the progress and completion of this study.
I also take this opportunity to express my thankfulness to all of my course
instructors and lecturers of University of Foreign Languages and International
Studies - Vietnam National University, Hanoi for their valuable advice and
suggestions throughout my study.
In addition, I am appreciative of my students of class M5 at Clever school for
their wholehearted cooperation in involving in the lessons and participating in
interviews which gave great help to form a significant part of this study.
Last but not least, my heartfelt gratitude goes to all those who have kindly
advised and helped me towards the completion of my study report.








iii

ABSTRACT
Despite the growing need for the communicative English skills suited for
global integration and curriculum innovations to teach English through
communicative language teaching over the years, studies conducted in Vietnam
education system report that most language teachers still follow the traditional
methods in teaching English. Given that the four language skills namely listening,
speaking, reading and writing are taught separately, and especially listening skill
which has not been paid due attention in EFL seems to be the most challenging
issue with learners. This study reports the findings of a case study where Dictogloss
technique was used to enhance the effectiveness of students‘ listening

comprehension. Dictogloss technique is an integrated skills technique for language
learning in which students work together to create a reconstructed version of a text.
Accordingly, the four skills of listening, speaking, reading and writing were
integrated in a lesson with a focus on both communicating meaning and correct use
of grammar. The findings show that although Dictogloss tasks are challenging,
students hold positive attitudes towards dictogloss tasks. Additionally, the
dictogloss technique used gives a great help in the development of students‘
listening comprehension. For these reasons, Dictogloss technique is recommended
to be used more extensively in Vietnam in order to increase the effectiveness of
listening in particular and English teaching and learning process in general.






iv

LIST OF ABBREVIATIONS
EFL English as a foreign language
ESL English as a second language
ELT English language teaching


LIST OF APPENDICES
APPENDIX 1: INTERVIEW QUESTIONSAND SOME KEY ANSWERS
APPENDIX 2: STUDENTS‘ REFLECTION FORMS
APPENDIX 3: REPORT

v

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
LIST OF ABBREVIATIONS iv
LIST OF APPENDICES iv
PART A: INTRODUCTION 1
1. Statement of the problem and rationale for the study 1
2. Aims and research questions 4
3. Significance of the study 4
4. Scope of the study 5
5. Methods of the study 6
6. Thesis organization 6
PART B: DEVELOPMENT 8
CHAPTER 1: LITERATURE REVIEW 8
1.1. Listening comprehension in ESL 8
1.1.1. What is listening comprehension? 9
1.1.2. Nature of learning listening 10
1.1.2.1. Listening is more than hearing 10

1.1.2.2. Listening has a strong attachment to other skills 10
1.1.3. Significance of listening 11
1.2. Overview of current teaching and learning ESL learning situation in
Vietnam 12
1.2.1. Current teaching and learning ESL learning situation in Vietnam 12
1.2.2. Problems of teaching and learning listening comprehension in Vietnam14
1.3. General concepts of Dictogloss technique 15
1.3.1. What is Dictogloss? 15
1.3.2. Dictogloss Procedure 16
1.3.3. Significance of Dictogloss 17
vi

CHAPTER 2: METHODOLOGY 19
2.1. Setting of the study 19
2.2. Participants 20
Students 20
2.3. Data collection methods 20
2.3.1. Class observation 21
2.3.2. Students’ reflection 22
2.3.3. Semi-structured interviews 22
2.4. Qualitative data analysis 23
CHAPTER 3: RESULTS OF DATA ANALYSIS AND DISCUSSION 24
3.1. The students’ attitudes towards Dictogloss – applied listening lessons 24
3.1.1. Dictogloss tasks foster students’ interest for listening comprehension 24
3.1.2. Dictogloss tasks: challenging but interesting 26
3.2. The roles of Dictogloss tasks in improving the effectiveness of students’
listening comprehension. 27
3.2.1. Dictogloss tasks increase students’ comprehension of the information
heard 27
3.2.2. Dictogloss tasks offer students different strategies to develop listening

comprehension skills 28
3.2.3. Dictogloss tasks improve students interactions in listening lessons 29
3.2.4. Dictogloss helps to direct students’ focus on both meaning and form of the
language 31
3.2.5. Dictogloss tasks help to develop students’ critical thinking and autonomy 31
PART C: CONCLUSION, IMPLICATIONS AND SUGGESTIONS 33
1. Implications of the study 33
2. Limitations of the study 35
3. Suggestions for further studies 36
4. Conclusions 37
REFERENCES 39
vii

APPENDICES: I
Appendix I I
Appendix II V
Appendix III: VI









1
PART A: INTRODUCTION
1. Statement of the problem and rationale for the study
It can be seen that language is the most important communicative tool of

humankind and English is an important tool for today‘s international
communication (Richards & Rodgers, 2001). As ―the last 50 years have
witnessed the rise of English from an international language to the position
of the first truly global language in the history of the world‖ (Hung, 2002,
p.33), the need for English in Vietnam has increased significantly. It is likely
that the needs and requirements of Vietnamese learners have changed. In the
past, students put more focus on learning grammar and tried to be good at
grammar, attempting to achieve good results in formal examinations.
Nowadays, English is needed for daily communication and employment.
However, despite the fact that in English teaching, one of the main objectives
is to prepare students for the communication in the real life and it is of great
importance and necessity to efficiently equip students with the four skills
together with relatively sufficient background knowledge, the teaching of
English in Vietnam has been widely criticized for the weak ability of the
students in using the language outside the classroom. Indeed, the outcome of
English as a foreign language (EFL) education in secondary schools and
universities is far from effective (Ngan, 2004; Nguyen, 2002; Tran, 2006).
Compared with other students in Asian region, Vietnamese students
generally have lower proficiency; most can hardly communicate or pursue a
study program in English, and thus experience disadvantages in the
international work force (Huynh, 2006). Although some students are very
good and achieve such high scores in grammar-based examinations, they are
unable to produce a perfect sentence in both written and spoken forms (Huy,


2
2006). Hence, this failure in education has set the theme for the researcher to
search for what can be done and how English should be taught to fully meet
the requirements of each of language level.
Regarding listening in EFL, it has been considered as one of the most

important language skills in EFL as an input for the other skills. Listening
seems to become a bridge of productive skills since it is an activity that
happens in order to get or receive information which plays a very important
part to learn a foreign language. In other words, it provides input for the
learner. Without understanding input, student cannot learn anything. It is also
admitted that listening is the most frequent skill used in everyday life. Rivers
and Morley (2008) assume that we listen twice as much as we speak, four
times as much as we read, and five times as much as we write. Besides,
listening is a highly integrative skill playing a crucial role in language
acquisition. It is not simply the perceptions of sounds, but a complex process
in second or foreign language. Due to its complex nature, listening
comprehension has been so far believed to be one of the most challenging
skills for EFL learner to develop. Therefore, a lot of students face the fact that
they have met many difficulties to comprehend the information and to tackle
with listening skill.
Being a teacher of English for secondary students at Clever School for nearly
two years, I realize that my students get difficulties in listening not only
because of lack of grammatical knowledge or prior knowledge in English but
also inappropriate learning language technique as well. In addition, it seems
to be an obstacle for learners lacking background knowledge and cultural
understanding in a listening lesson. As a result, students have less motivation
to learn listening. Therefore, it is essential for the teacher to find out the


3
effective teaching approaches to make the lessons more interesting so that
s/he can attract students‘ attention and help to improve their listening
proficiency as well. Besides it is the teacher‘s job to create more opportunities
for students to master language skills in the class due to the fact that the
crucial objective of English lesson for Junior high school is to develop

communicative skills in both spoken and written forms. Based on this, the
students will achieve ability to use language to meet the demands of daily
needs such as ability to read newspaper or understand a video well.
Realizing the gap between the theory and current situation of teaching
listening skills for students, the above – mentioned reasons put the researcher
on the path to conduct a research project of Dictogloss applied in listening
lesson in the hope of improving students‘ listening ability as well as
enhancing students‘ motivation and attitudes towards English listening
learning at a secondary school in Vietnam. Accordingly, this thesis namely
―Using Dictogloss technique to improve the effectiveness of eight – form
students‘ listening comprehension‖ aims to find innovative ways to help
Vietnamese secondary students to feel more motivated to learn listening and
to enhance students‘ comprehension in the development of listening skills .
The findings suggest that dictogloss technique, a multiple skills and system
activity (Vasiljevic, 2010), can be used to improve students‘ understanding
and retention of spoken English in listening lessons. It is undeniable that
exploiting Dictogloss technique effectively is challenging for teachers
because they have to take many things into consideration. However, if the
lesson is carefully designed, dictogloss will potentially enhance both students‘
listening and communication skills.



4
2. Aims and research questions
The major purposes of the study are
1. To explore whether Dictogloss technique is applicable
2. To explore the effect of Dictogloss technique in students‘ listening
proficiency.
3. To find out students‘ attitudes towards Dictogloss technique used in

listening skills
With these initial targets, the result is expected to raise implications for
teachers of English, students and educators.
In order to achieve the aforementioned aims, the paper seeks the answers for
the following research questions
1) What are the students‘ attitudes towards Dictogloss – applied listening
lesson?
2) To what extent does Dictogloss technique help to enhance the
effectiveness of students‘ listening comprehension?
Based on the rationale of the study, the research hypothesis is formulated as
follows: Dictogloss technique can improve the effectiveness of students‘
listening comprehension of 8
th
graders at Clever School.
3. Significance of the study
Vietnamese researchers have so far conducted extensive research about
English teaching and learning in an EFL context. Therefore, this research
continues to contribute to the growing body of research conducted by
Vietnamese researchers. This research will add to the literature of the
implementation of Dictogloss technique in listening lessons in particular and
in language teaching in general in the Vietnamese context.


5
To my best knowledge, there has been little work which examined the
effectiveness of Dictogloss in language teaching in the Vietnam context.
Specifically, Nguyen (2013) conducted a study on dictogloss tasks which
focused on its effectiveness on teaching grammar. Therefore, the results of the
study are expected to bring a very new practical benefit for teachers to teach
English, especially teaching listening. For the teachers, the study hopefully

provides practical lessons and principles of Dictogloss technique as one of the
innovative methods available for the choices of language teachers to increase
the motivation of secondary school students to learn listening and use output
in communication effectively. For the students, it can also useful to facilitate
them to improve their listening comprehension and cooperative learning.
4. Scope of the study
The study is concerned with exploring the effects of using dictogloss
technique in helping students to learn EFL listen more effectively at Clever
school. In other words, the study is limited in its object of study. In more
details, I will carry out my research among 8
th
graders at Clever school, a
language school in Hanoi. Due to the limitation of time and human resources,
this paper only attempts to research on a small group of participants, namely
18 8
th
form students.
Added to this, the researcher only studies on the use of Dictoloss technique to
teach and enhance students‘ effectiveness in their listening comprehension.
Other approaches or techniques to teach listening skills for students would be
beyond the scope.






6
5. Methods of the study
To seek the answers to the research questions, the data are analyzed from the

material collection and were collected from observation, students‘ reflection
and face-to-face interviews with students.
First of all, for the theory, a lot of reference materials on listening
comprehension and Dictogloss technique have been collected, analyzed and
synthesized carefully with the due consideration for the teacher‘s and
student‘s teaching and listening situations.
Secondly, the interviews and observation are carried out with the students to
collect the most reliable data for the study.
6. Thesis organization
The study is divided into three parts: the Introduction, the Development and
the Conclusion.
Part A: Introduction
The introduction states the problem identification, objectives, significance
and research method. It also narrows the scope of the study and briefly
presents an overall out-line of the research study.
Part B: Development – consists of three chapters.
Chapter one called “Literature review” reviews the theoretical
background of the study. It presents overview of listening comprehension
and Dictogloss technique.
Chapter two describes in details the research methodology which
comprises the information of the research subjects, instruments for data
collection and procedure for data collection.


7
Chapter three presents results and the analysis of the collected data. The
results are the basement to determine the effects of using Dictogloss
technique on teaching listening.
Part C: Conclusion
This chapter closes the study by summarizing the main contents and

providing suggestions for further study.

















8
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
Based on the rationale and the research questions raised in the previous
sections, the relevant literature in the field will be demonstrated in this
chapter. Initially, this section focuses on the understanding of the nature of
listening comprehension with regarding to different factors affecting teaching
and learning listening in ESL. Based on these theories, the background of
listening teaching and learning in Vietnam as well as Vietnamese students‘
problems in learning listening are raised with the view to exploring the gaps
between the theory and the real context. From then on, theory of Dictogloss
technique is introduced in the hope of solving problems raised in the real

context. Those are considered to be the theoretical and conceptual framework
for the present study.
1.1. Listening comprehension in ESL
The topic of the study ―listening comprehension‖ has been received a wide
variety of approaches and understandings. However, within the framework of
this study, the focus is put on investigating ―listening comprehension‖ which
is defined profoundly by Clark (1977, cited in Xu (2011), p.161). He gives
both a narrow and broad definition:
―Comprehension has two common senses. In its narrow it denotes the
mental processes by which listeners take in the sounds uttered by a
speaker and use them to construct an interpretation of what they think
the speaker intended to convey … Comprehension in its broader sense,
however, rarely ends here, for listeners normally put the interpretations
they have built to work”. (p.161)


9
In the study, the two terms ―listening comprehension‖ and ―listening skill‖ are
used as alternative terms.
1.1.1. What is listening comprehension?
Listening has been so far considered as one of the most important language
skills. Feyten (1991) indicated that ―listening time accounts for more than
45% of communicating time”. Since the importance roles of this skill as a tool
to understand and facilitate language learning in overall language ability,
there are a lot of researchers taking listening for granted. Each scholars holds
a different views towards the concept ―listening‖ or ―listening
comprehension‖, so there have been varieties of definitions surrounding what
listening is.
According to Nunan (1998), listening in general is defined as ―an active
process that involves deciphering and constructing meaning from verbal and

nonverbal messages”. In other words, it might be understood that listening
process requires a variety of skills such as prediction, hypothesizing,
checking, revising and generalizing that writing and reading demand.
Accordingly, listeners actively select what they want to know and interpret
the information they get.
O‘ Malley, Chamot and Kupper (1989) share the same view about listening
that ―listening comprehension is an active and conscious process in which the
listener constructs meaning using cues from contextual information and from
existing knowledge, while relying upon multiple strategic resources to fulfill
the task requirements‖. It seems that listener obtains the input as well as
actively processes the message to comprehend. Therefore, the objective of
listening comprehension is that the learner is able to talk and write about what
he has heard after listening.


10
In short, it can be seen that listening is a language skill involving a wide range
of ―sub-skills‖. It is more than simply hearing, it decodes sounds and
understand the meaning behind those sounds. Accordingly, students should
learn to decode, follow verbal instruction, infer word meaning, listen for
detail and sequence, extract the main idea, distinguish fact from opinion and
identify mood during listening (Abelleira, 1987).
1.1.2. Nature of learning listening
1.1.2.1. Listening is more than hearing
It can be said that hearing is a completely automatic activity. Whenever sound
waves appear, you hear. Listening, however, goes far beyond the mere
reception of sound due to the fact that it is a complex activity. As can be seen,
listening process involves a lot of factors such as intellectual, emotional and
social factors. In addition, who is talking, when, where and why one listens
are also considered. Therefore, listening is not only a simple activity called

absorbing audio signals but also an active intellectual process of decoding,
interpreting, understanding and evaluating messages as mentioned above.
1.1.2.2. Listening has a strong attachment to other skills
The purpose of language learning is to improve the speakers‘ four skills of
listening, speaking, reading and writing, with the base of large vocabulary and
grammar. However, this is not the final purpose. The final purpose is to let
speakers be able to use the language. It can be seen that a lot of speakers can
read and write quite well, but they can hardly communicate, or even express
themselves with their own words. Aderson and Lynch (1988) suggest that
improvements in speaking depend on successful listening, if speaking and
listening are separated, the conversation will be broken down. In the relation


11
to reading, both listening and reading comprehension are receptive skills
comprising both a physical process and interpretive, analytical process.
Generally speaking, these four skills cannot be separated due to the fact that
the goal of learning listening is to leaner how to understand the actual speech
in order to communicate in English. Accordingly, learners should be given
opportunities to practice all sets of skills and to integrate them in the
conversation.
1.1.3. Significance of listening
No one can deny that the importance of listening skills in foreign language
learning because the key to acquire a language is to receive the language
input. Krashen, Terrell, Ehrman, and Herzog (1984) claimed that acquisition
takes place only when students absorb enough comprehensible input.
As an input skill, listening has made great contribution to students‘ language
development. Rost (1994) emphasizes this importance of listening
“Listening is vital in the language classroom because it provides
input for the learners. Without understanding the input at the right

level, any learning simply cannot begin”
Brett (1997:39) shares the same view with Rost that listening is one of the
most important sources of input that a human brain has. He states that
―listening is a key language skill. It has a vital role in the language acquisition
process‖. Being an essential skill for most interaction, listening is therefore
the most primary medium for input in language learning process and by
speeding up the students‘ ability to perceive speech, the amount of input they
get will increase and thus aid students‘ language acquisition


12
Besides, in comparison with other skills, Morley (2001) states that in an
ordinary day, the listening skill is exercised almost twice as much as
the speaking skill, and around four to five times as the reading and writing
skills. There are more and more studies indicating the importance of listening
in language learning and communication such as Anderson and Lynch (1988),
Dunkel (1991) or Michael Lewis (1993).
Given the importance of listening in language teaching and learning not only
a receptive skill but also to the development of spoken language prophecy, it
is essential for language teachers to help students become effective listeners.
1.2. Overview of current teaching and learning ESL learning
situation in Vietnam
1.2.1. Current teaching and learning ESL learning situation in
Vietnam
English is introduced as a compulsory subject at Grade 3 in most schools in
Vietnam. The syllabus and textbooks have been redesigned several times with
the aim to help teachers and students move away from the traditional focus on
grammar to the focus on all rounded skills and communication skills.
However, it seems that habit is hard to change. It is claimed that most schools
in the system still pay more attention to English grammar, reading and

vocabulary (Luu, 2011). As a consequence, listening and speaking skills do
not seem to be paid due attention in teachers‘ lesson plans. Thus, English
teaching and learning in Vietnam has strongly remained
grammar/examination - focused. Indeed, most English exams are composed in
order to test students‘ knowledge of grammatical structures and vocabulary
more than students‘ all rounded skills (Luu, 2011).


13
Moreover, language skills are usually taught separately in most language
schools in Vietnam. In other words, the interrelationship among four skills
(listening, speaking, reading and writing) is not paid due attention. Listening
is often taught separately from speaking, whereas, in real life interaction,
listening and speaking are integrated skills. Aderson and Lynch (1988)
suggest that improvements in speaking depend on successful listening, if
speaking and listening are separated, the conversation will be broken down.
Consequently, many Vietnamese students still cannot communicate
successfully with foreigners even in simple daily conversations despite the
fact that they are good students with high marks in English tests (Nguyen,
2008).
Teaching approach is also worth mentioned here. Overall, the Vietnamese
English classroom is described as a ―cultural island‖ in which the teacher-
centered approach to teaching is an outstanding feature (Le, 2000). In other
words, the English learning environment in Vietnam seems to put more
burdens on the teachers as the imparter of knowledge of. The teacher plays a
crucial role in designing the syllabus, deciding the learning purposes and
learning paths for students, transmitting knowledge and providing assessment
through examinations. In such teaching context, students, instead of being
active learners, seem to become passive receivers or good imitators of the
teachers. Besides, given the absence of an English communication

environment, ELT practice in Vietnam has undoubtedly prioritized preparing
knowledge about the English language rather than developing ability to use
English



14
1.2.2. Problems of teaching and learning listening comprehension in
Vietnam
Of the four language basic English language skills (listening, speaking,
reading and writing), listening skill seems to be the most challenging skill to
be acquired by Vietnamese students.
The first problem might be laid on students‘ and teachers‘ attitudes towards
listening comprehension. As for students, there are many problems or
difficulties they have to deal with in listening comprehension. In fact, it seems
fairly difficult for the students to find out the main ideas in the listening text,
or the students cannot find the specific information as well as the meaning of
the words and phrases in the listening text. Also, the students cannot identify
the communicative purposes contained in the listening text. Therefore, the
students might not be interested in listening skills. (Nguyen, 2008). This
might put a negative effect on students‘ learning listening. As for teachers,
teachers‘ attitudes towards listening somehow are mentioned earlier. Teachers
only want to measure the students‘ listening skill but not teach it. For
instance, the teachers just only give the questions or materials without any
explanation. Accordingly, the students are not able to digest all the
information with their limited vocabulary, grammar and socio knowledge. In
fact, the students do not have time to reflect on what they have just listened.
Another point can be seen is that the materials which the teachers are too
difficult for students to understand. It means that the teacher may set too high
standard for students to reach. It is not suitable with the learner‘s level. Thus,

the students would have a sense of depression, and they would not be
interested in the lesson


15
The failure of students in listening may also originated from the fact that the
teaching and learning process of listening is not conducted effectively and the
inappropriate teaching method is applied by the teacher. In other words, the
students may find the strategies which the teachers use not interesting and
effective enough to develop their listening comprehension.
In short, the factors as described above had an overarching effect on the
teaching practice and teaching outcomes especially on implementing a new
pedagogical approach with the more learner-centered learning activities. With
a growing demand for English for communication in the current era, changes
are urgently required for the situation. This necessarily involves change in
teachers‘ classroom practice toward encouraging a more active learning style.
In the position I myself of a researcher consider that a dictogloss listening
lesson, if implemented appropriately, will help the students promote their
positive attitudes towards listening skills as well as improve their
effectiveness in their listening learning.
1.3. General concepts of Dictogloss technique
1.3.1. What is Dictogloss?
Dictogloss was first introduced as an alternative method of teaching grammar
by Ruth Wanjryb (1990). It then was developed and used for different
teaching focuses such as listening comprehension, reconstructing the writing
text and integrated skills to ease students‘ cooperative learning and learner
autonomy (Vasiljevic, 2010). In regard to teaching listening, dictogloss brings
a means for the teacher to change the focus from assessing how much has
been understood to helping learners to understand more (Prince, 2013).
Wilson (2003, p. 341) also claims that dictogloss could be a ‗practical,

16
student-centered way of dealing with perceptual errors‘. On the other hand,
Vasiljevic (2010) suggests that dictogloss helps the process of teaching
English listening overcome its limitation of often being assessed but rarely
taught (Sheerin, 1987) by offering ‗a unique blend of teaching listening
comprehension and the assessment of student listening ability‘ (Vasiljevic,
2010, p. 46). The following section will describe the usual dictogloss
procedure to explain why this technique can be used with multiple aims in a
lesson.
1.3.2. Dictogloss Procedure
Dictogloss typically comprises four phases: first, students are given time to
find out about the topic and do some preparatory work. Then they listen twice
to a short text, the first time without taking notes, the second time noting
down what they can; then they work in groups or pair to reconstruct the text.
Finally they compare their production with one another and with the original
(Wanjnryb,1990; Wilson, 2003).
(1) In the preparation stage, the teachers give students clear commands about
the task that the students have to do and organize them into groups before the
listening stage begins. These activities aim to prepare learners to the known
and unknown vocabulary for the text as well as brief understanding about the
topic. This makes students more receptive to the listening stage. Jimenez and
Perez (2012) state that learning vocabulary requires learners a constant
exposition to texts by most of the possible means transmitted and perceives by
students.
(2) In the listening stage, the students listen to the text which is read at normal
speed from the tape or by the teacher and take fragmentary notes. The first
time, they should not take notes. Kondo et al. (2012) claim that during the