Dictogloss in Saudi EFL Context: Potential Effects on Students' Writing Skill and Attitudes towards Learning English

Autor/in	Alsamadani, Hashem A.
Titel	Dictogloss in Saudi EFL Context: Potential Effects on Students' Writing Skill and Attitudes towards Learning English
Quelle	In: Arab World English Journal, 13 (2022) 1, S.27-37 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alsamadani, Hashem A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Comparative Analysis; Writing Skills; Writing Attitudes; Attitude Measures; Undergraduate Students; Language Proficiency; Language Teachers; Faculty Development; Instructional Effectiveness; Learner Engagement; Learning Motivation; Saudi Arabia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Writing skill; Schreibfertigkeit; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Unterrichtserfolg; Motivation for studies; Lernmotivation; Saudi-Arabien
Abstract	This quasi-experimental study investigates the effects of dictogloss strategy on Saudi EFL writing skills and attitudes towards learning English. It also measures students' attitudes towards learning English using dictogloss activities. The study opens doors for teachers of EFL towards new teaching methods and techniques for writing skills and the English language in general, away from traditional teaching. In order to answer the two main questions of the study, a sample of Saudi EFL college-level students was randomly selected and divided into an experimental group and a control group. The researcher used the dictogloss strategy when teaching the experimental group for five weeks, whereas the students in the control group were taught using the traditional way. Students were matched according to their writing proficiency, instructed by the same teacher (the researcher), and were similar in age. After five weeks of instruction, both groups completed another writing post-test and the attitude questionnaire. Measures of the means, standard deviations, and ANCOVA were used to determine the differences between the two groups. The results revealed a significant statistical difference in students writing skills, including their engagement and motivation in the class and their language output, favoring the experimental group. The study concludes with recommendations for training EFL teachers on using dictogloss when teaching writing and that dictogloss texts should be topic-based materials to integrate different language skills collaboratively. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01