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Effects of dictogloss as a collaborative writing activity on students’ perceptions and language development
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... While there are many possible benefits of collaborative dictogloss, a number of possible challenges also exist. Deveci and Ayish, (2018) summarized them as follows: ...
... Dictation could also be a good activity to teach active listening skills. In Deveci and Ayish (2018), we discuss that dictation is traditionally perceived as a passive activity where the teacher reads aloud a text while students write down verbatim what they hear. Because of this, more often students and teachers alike find it boring. ...
Listening plays a significant role in learning. Speaking, reading and writing skills normally proceed listening. The importance of listening in formal educational contexts has resulted in much discussion on how students' learning can be facilitated through effective listening practices. However, its place in informal learning contexts throughout life often goes unnoticed. As a result, its potential for lifelong learning is not utilized adequately. A clear understanding of listening as a process and different listening activities can help exploit listening skills in formal, non-formal and informal learning contexts throughout life.
This study aims to present how collaborative writing as a pedagogical practice has developed over the last decade. We conducted a synthesis of published research that has investigated collaborative writing from a variety of perspectives, in first and second languages, and in diverse contexts internationally including students in primary, secondary schools, and universities. Three general claims, supported by evidence, emerged from our analyses of 68 empirical studies published in refereed journals from 2006-2016: (1) technology has facilitated collaborative writing tasks; (2) most students are motivated by an improvement in their writing competencies in collaborative writing tasks; and (3) collaborative writing is effective in improving accuracy of student writing and critical thinking. Pedagogical implications will be briefly discussed.
This study analyzes the collaborative writing sessions of two groups of advanced diploma economics students with mixed proficiency. Although studies in collaborative writing usually highlight the mixed results of students' collaboration ranging from promoting peer learning to having unresolved conflict, the findings of this paper only provide the advantages gained by the students in this study. It is attributed to the use of a group learning contract which the students signed before collaborating with their friends. The students' collaborative writing sessions of long reports were video-taped and they were followed by the production of student diary entries and interviews in order to understand the experience gained during the sessions. Furthermore, the instructor's reflections were analyzed to increase the understanding of the group dynamics which had occurred. The findings show that all students had mutually benefited from the collaborative writing sessions. The benefits gained are heightening their sense of responsibility towards the task, promoting the sharing of new information, allowing the sharing of expertise, helping narrow down information, and negotiating successfully by using Facebook as a means to continue their discussion on matters which they had difficulty in resolving through face-to-face interactions.
This study investigates the potential effect of a proposed dictogloss-based program on Jordanian EFL tenth-grade teachers' writing instruction and on their students' writing performance. The participants are 20 Jordanian EFL teachers and 96 tenth-grade students selected from the public schools of Al-Kourah Directorate of Education in the second semester of the academic year 2015/2016. The teachers were trained on both the theoretical and practical aspects of dictogloss. The students were divided into an experimental group (n=70) and a control group (n=26). The former was taught through dictogloss while the latter was taught per the guidelines of the Teacher's Book. Descriptive statistics were used to compare the teachers' performance on the one hand and that of the students on the other. The findings revealed that the level of teachers' instructional practices in writing was high on the three dimensions of the observation checklist (viz., preparation and planning, Dg procedures, and assessment), and that the teachers were reportedly highly satisfied with the content, method, and time of training as well as their interaction, motivation, and benefit. Moreover, statistically significant differences were found between the teachers' performance on the pre- and post-tests, which can be attributed to the training. The findings further revealed statistically significant differences not only among the students of the experimental group on the pre- and post-test but also in the overall writing performance of the experimental and control groups, in favor of the former.
The aim of this study is to determine self-efficacy perceptions of pre-service Turkish teachers towards listening skills and education. A descriptive survey model was adopted for this study. Upon maintaining reliability and validity of the instrument, “listening self-efficacy scale” developed and by researchers was administered to 247 pre-service Turkish teachers. The data was analyzed by SPSS software for determining frequencies, t-test, percent, ANOVA scores and simple regression analysis. The results indicated that pre-service Turkish teacher had a selfefficacy perception towards listening skills and education, and these perceptions were changing according to varied reasons. In this study, listening types of pre-service teachers utilized frequently in lessons and everyday life were determined, and these types of listening were categorized according to their rates. By so, listening styles of preservice teachers were explored.
Although collaborative-learning techniques show a great deal of promise, it is important that these techniques not be accepted uncritically but that they be carefully tested for their effect on student learning, which is, after all, the ultimate objective of our teaching. I have used both collaborative-learning and active-learning techniques for at least twenty-five years and have encountered a number of significant problems, including the following: 1) many students strongly prefer to work alone and actively dislike dealing with the problems created by having to work in groups; 2) commuter students often have difficulty finding mutually acceptable times for group meetings; 3) some students are simply irresponsible, fail to do their share of the assigned work, and leave the rest of the group to deal with the irresponsibility; 4) groups tend to have dominant members who often do the work, monopolize the group discussion, and carry less assertive members along with them; 5) superior students often resent ha...
Two studies examined the relationship between undergraduates' perceptions of their classroom environment, their adoption of achievement goals for the course, and their graded performance and intrinsic motivation. Results revealed a distinct antecedent profile for each goal in the trichotomous framework: Mastery goals were linked to the presence of lecture engagement and the absence of an evaluation focus and harsh evaluation, performance-approach goals were linked to the presence of evaluation focus, and performance-avoidance goals were linked to the presence of evaluation focus and harsh evaluation. When the perceived classroom environment and achievement goal variables were tested together as predictors of graded performance and intrinsic motivation, the results clearly demonstrated that the influence of the perceived classroom environment on these outcomes measures was indirect; the perceived classroom environment influenced achievement goal adoption, and achievement goal adoption, in turn, directly influenced graded performance and intrinsic motivation.
Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.
Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.