The effect of dictogloss technique on Iraqi EFL secondary school students' performance in English grammar

Abstract EN

Teaching English grammar has been considered as a crucial issue for the language learner’s ability to use language.

For decades, teaching and learning grammar in ESL/EFL classes has been a main concern for the specialists in English teaching.

For teachers and their learners, grammar is seen the most difficult component in teaching.

Teachers face difficulties in teaching it.

Also, learners face problems in learning it.

So, teachers are advised to adopt various strategies and techniques in teaching English grammar.

Dictogloss is an effective technique in teaching English grammar.

This study aims at investigating the influence of Dictogloss technique on Iraqi EFL secondary school students’ performance in grammar.

This aim is achieved by the null hypothesis which states that there is no statistically significant difference between the mean score of the performance of the experimental group students who are taught grammar by Dictogloss technique and that of the control group students who are taught grammar by the traditional technique in the grammar post test.

The study is limited to the students of the fourth preparatory class, in Kerbala during the academic year 2017-2018.

Result proves that there is a statistically significance difference between the mean scores of the performance of the experimental group students who are taught grammar by Dictogloss technique and that of the control group students who are taught grammar by the traditional technique in the grammar post-test in favor of the experimental group.

Based on the above result, some conclusions and pedagogical recommendations have been put forward as well as a number of further studies have been proposed.