DICTATION AS AN EFFECTIVE METHOD FOR TEACHING LISTENING COMPREHENSION SKILLS TO GRADE 10 STUDENTS
DOI:
https://doi.org/10.51453/3093-3706/2025/1367Abstract
Listening comprehension represents a critical yet persistently challenging component of English language development for Vietnamese secondary students. This eight-week action research study investigated the effectiveness of systematic dictation practice in enhancing listening comprehension skills among 40 grade 10 students at Hai Ba Trung High School, Hanoi. The study employed mixed-methods design, integrating pre-test and post-test quantitative assessments with qualitative questionnaire surveys. Five pedagogically varied dictation techniques were implemented within regular listening lessons: standard dictation, error identification, jigsaw dictation, listening cloze, and elicited imitation. Quantitative results demonstrated statistically significant improvement in students' listening performance (mean score increased from 5.4 to 6.2, representing 14.8% growth, p<0.05, Cohen's d = 0.64), with 57.5% of participants achieving higher post-test scores. Qualitative findings revealed overwhelmingly positive student attitudes, with 85% developing favorable perceptions toward the dictation methodology. Students reported particularly notable gains in pronunciation perception (72.5%) and vocabulary retention (67.5%), with 52.5% reporting overall listening comprehension improvement. Nevertheless, significant challenges persisted in vocabulary recognition (90%), processing rapid speech (80%), and distinguishing pronunciation nuances (77.5%). The findings underscore that dictation functions as a practical, adaptable, and evidence-based pedagogical tool for enhancing English listening competence at the secondary education level, with potential for broader integration into language instruction curricula.
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