The Effect of Dictogloss Technique on Learners’ Writing Improvement in Terms of Writing Coherent Texts

Abstract

Abstract-Considering the communicative framework of language teaching, writing has an advantage-a person can give a variety of information to a close or distant, known or unknown reader or readers. Such way of communicating is highly important in the modern world, whether the communication is in the form of paper-and-pencil writing or advanced electronic writing. Therefore, this skill should be encouraged and nurtured during the language teaching course. Writing consists of different aspects like outline, structure, use of words, etc. which should be considered while teaching and practicing. Among those aspects, one is the focus of this study which is the use of cohesive devices to create a coherent text. Two techniques of teaching these devices, explicit teaching and dictogloss, are evaluated among intermediate Iranian language learners to see which one is more effective in helping them to improve the coherence of their compositions. The conclusion is that both techniques are effective but dictogloss seems to be more useful in case of these participants.

The Effect of Input-Based and Output-Based Tasks on the Intermediate Iranian EFL Learners’ Writing Achievement in Terms of Coherent Writing

“…Iranian EFL learners face with many problems in English writing. Furthermore, in the context of task-based language teaching, 7(1):184-192 numerous studies have been carried out and the present study was evoked by many research studies on the field of focus on form, the importance of using task-based assessment (Namazi, 2007), the effect of structured-input instruction and out-put based instruction (Erlam, 2003),DIG task as an output based-task (Kooshafar, Youhanaee & Amirian, 2012;Kim, 2008;Kuiken & Vedder, 2002a;Swain, 1998;Swain, 2000;Swain & Lapkin, 2001) and CR task as an input based-task (Takimoto, 2009, Fotos, 1994Fotos & Ellis,1991) which signify the prominent role of tasks in language learning.…”

To dictogloss or not to dictogloss

“…For instance, Nabei (1996) reported positive DG effects on female Polish and Chinese ESL learners' language skills. Similarly, Abbasian and Mohammadi (2013), Kooshafar et al (2012), Prince (2013), Purwaningsih & Kurniasih (2014), and Zheng (2006) reported that DG positively affects the written performance of Iranian, French, Nigerian and Chinese EFL learners, respectively. In the same vein, Khoii and Pourhassan (2015) have reported a positive effect of DG on Iranian EFL learners' immediate and delayed grammatical performance.…”

“…A good body of local and international research exists on the effect of dictogloss on language learning (e.g., Abbasian & Mohammadi, 2013;Han, 2011;Nabei, 1996;Khoii & Pourhassan, 2015;Kooshafar et al, 2012;Prince, 2013;Purwaningsih & Kurniasih, 2014;Qin, 2008;Uludag & Vanpatten, 2012). However, to the best of these researchers' knowledge, other than a lone study by them (Bataineh & Bani Younis, 2016), none exists on the effect of DG-based training on teacher writing instruction and student written performance.…”

“…Relevant to this particular research, scholars (e.g., Dewi, 2014;Duara, 2013;Kooshafar, Youhanaee & Amirian, 2012;Vasiljevic, 2010) have proposed dictogloss (henceforth, DG), first introduced as a variation of traditional dictation by Wajnryb (1990), as a contextbased strategy and a means for integrating form and meaning in the learning context (Nassaji & Fotos, 2004;Stewart, Silva & González, 2014).…”

EAP alignment in EFL writing courses towards developing student’s academic writing skills

“…Of note, over the last three or so decades, various problems in students' academic writing have been pointed out across different research contexts. For instance, grammatical inaccuracy and fossilization of linguistic errors (Mardijono, 2003;Myles, 2002), problems of coherence and cohesion (Kooshafar et al, 2012), lack of critically deliberated and well-supported arguments, lack of use of appropriate register and style (Ozarska, 2008), lack of use of appropriate genre, citation and referencing problems (Neville, 2007), and so on were claimed to be profound both in their frequency in and impact on the quality of students' writing.…”