Presentation by Group30

Presentation byGroup 30

Thesis Defense
Perception of University of Social Sciences and
Humanities (USSH) English-majored sophomores
about the impact of dictation as a learning strategy
on listening comprehension

University of Social Sciences and Humanities English Linguistics 2023

 Instructor: PHẠM NHẬT KHÁNH

Members:
01 GIAN TUYẾT THUỲ TRANG 2057011160
02 NGUYỄN KHẮC HOÀNG THƠ 2057011153
03 NGUYỄN THỊ TƯỜNG VY 2057011169
04 QUẢNG HỒNG UYÊN 2057011162
 Abstract
For many years, dictation has been a common method for teaching and learning
languages. However, the perception of students on this strategy is frequently overlooked.
This research paper aims to contribute to the existing literature by examining how
students view dictation as a language learning tool and how effective it is in improving
listening comprehension. Based on the findings of the study, the paper suggests strategies
for incorporating dictation into language instruction. Overall, this research paper provides
valuable insights into the use of dictation as a strategy and the ways in which it can be
optimized to improve listening comprehension. Moreover, it also highlights the
significance of taking into account students' perspectives and attitudes while creating
resources and activities for language learning and teaching.

University of Social Sciences and Humanities | English Linguistics | 2023

 Rationale & Significance
01 02 03
Aims to find out whether Contributes a deeper
Facilitates any EFL in
dictation had a positive or insight into the
finding their preferred
negative effect on improving application of dictation
learning strategy
listening comprehension. of English majors

Presentation by Group 30
Overview
01 Introduction
02 Literature Review
03 Research Methodology
04 Findings & Discussion
05 Conclusion
 Introduction
01 Background of the study

05 Rationale & Significance

02 Problem statement

06 Scope of the study

03 Purpose statement

07 Organization of chapters
04 Research questions

Presentation by Group 30
 Literature Review
This chapter involves
● Defining listening comprehension and the different problems that
learners face in the listening process (phonological, lexical, syntactic,
and semantic problems)
● The relationship between listening and dictation.
● Theoretical framework, which summarizes the impact of dictation on
listening comprehension.
 Literature Review

Anderson (1995) and Goh (2000) -

whose framework of listening
comprehension problems served
as a foundation for our study’s
theory.
Figure 1. A Taxonomy of Listening Comprehension
Problems (Adapted from Anderson, 1995; Goh,
2000; Vandergrift, 2003).
 Literature
Literature Review
Contributors
Contributors

Morris (1983), Oller (1979) and Richards et al. (1992) claimed:

"dictation is thought to be one of the most effective techniques for
students to use as a learning exercise to improve their listening
skills."
 Literature Review
Contributors

The studies about the impact of dictation on three aspects of

listening comprehension conducted by Nam and Seong (2009) and
Mentari (2018) asserted that dictation can be utilized to improve
students' listening comprehension.
 Literature Review
Contributors
• Kazazoglu (2013) and Kurita (2012) stated that dictation helped
students reduce semantic errors.
• Moreover, Kurita (2012) also mentioned that the use of dictation
improves the accuracy and content of words giving meanings.
• Together with Mustofa's (2011) study, these studies have established
the foundation for the theoretical framework of our study.
Theoretical
Framework
(the impact of dictation on
listening comprehension.)
 Research Questions
In which way do University of Social Sciences and Humanities
(USSH) English-majored sophomores perceive the impact of
01
dictation as a learning strategy for improving listening
comprehension?

How do University of Social Sciences and Humanities (USSH)

02 English-majored sophomores use the dictation method in learning
listening?

Presentation by Group 30
Methodology
Research Site
01
University of Social Sciences and
Humanities (USSH), VNU, in District 1,
Ho Chi Minh City.
Participants
02
Sophomores from the Faculty of English
Linguistics and Literature (EF), USSH,
VNU.
Methodology
Quantitative Method
03
Excel will be used to analyze the quantitative
data collected from the questionnaires.

Qualitative Method
04
To determine the main topics, the responses
will be examined using the content analysis
method.
Qualitative Method
 Findings &
Discussion
• Dictation has a certain impact on various
aspects of listening comprehension.
• The number of participants who stayed
neutral towards the impact of dictation is
noticeably high in most aspects
Findings & Discussion

The amount of time

spent practicing
dictation among the
participants is reported
to be quite low
 Findings &
Discussion
• There are some barriers to using
dictation, including repetitiveness and
time-wasting.
• Some participants did not find it
effective for expanding their
vocabulary, and a few reported
difficulty recognizing the sounds.
 Conclusion
Overall, the findings show that:

• The majority of participants had a neutral perception of

dictation's effectiveness.
• Some participants noticed improvements in their ability to
detect sounds, spelling, word selection, and so on.
 Conclusion
Overall, the findings show that:
• Participants also experienced changes in confidence and interest
in listening.
• However, a significant number of participants remained neutral
towards the impact of dictation, suggesting that it may not
explicitly benefit all competent English learners.
 Conclusion
Recommendation

Future research should be:

• Conducted with a larger number of participants to bring out
more accurate results.
• Conducted as a qualitative experiment over a period of time on
students’ listening scores for better observation
 Conclusion
Pedagogical Implications
• Dictation assists teachers in identifying the weaknesses that students have
in listening.
• Dictation can be used to improve grammar, hand-writing, and self-
correction.
• Teachers use brief, level-appropriate audio with engaging subjects
• Should make dictation more student-centered than teacher-centered
 Acknowledgement
We would like to express our sincere gratitude to our instructor: Mr.
Khanh, Mr. Nguyen, the participants of the Faculty of English
Linguistics and Literature and the University of Social Sciences and
Humanities for their unwavering support.

University of Social Sciences and Humanities English Linguistics 2023

 Thank You!
University of Social Sciences and Humanities English Linguistics 2023