The Potential Advantage of Dictogloss as an Assessment Tool for EFL Learners’ Proficiency

Abstract

　　The present study examines the correlation between dictogloss scores based on note production and sentence reconstruction (they are called dictogloss protocols, herein), with learners’current proficiency such as listening, writing, and reading based on GTEC (Global Test of English Communication) for STUDENTS (Benesse Corporation). The result of the experiment reveals that the dictogloss scores have a strong correlation with listening and reading abilities rather than writing ability. In addition, we investigated the relation between the variances of spoken input in the dictogloss with the dictogloss protocols as output. In order to investigate learners’ top-down processes, we designed three different types of spoken input: reading aloud sentences by semantic meaning units, normal condition sentences, and sentences with problematic words or structures. The results show that the dictogloss protocols are influenced by the variances of spoken input. Taking these results into consideration, we consider the possibility for the dictogloss to be utilized as an indicator of learners’ current English proficiency and propose its use as a formative assessment method to achieve this purpose.