Abstract

Dictogloss is a language teaching technique proposed by Wajnryb (1990), where learners work cooperatively to reconstruct sentences after listening to a short text. This paper reports how dictogloss activities can be adapted to learners' levels. Dictogloss is an effective tool to perform Focus on Form (FonF) instruction in Communicative Language Teaching. However, if the materials and procedures do not match the learners' levels, it might not be an effective technique to improve their English proficiencies. In this paper, some adjustments of dictogloss activities based on learners' levels are introduced. Furthermore, it is focused on what each learner noticed after conducting dictogloss. It was found there were distinctive differences in their noticing points among learners of different levels. The points learners noticed are categorized into two types: self-monitoring of their language features and their strategic abilities for performing dictogloss. These findings will give some suggestions for improving learners' metacognitive abilities by using dictogloss.