抄録
In this article I report on, and will analyze the effectiveness of, a classroom practice that introduced dictogloss as preparation for producing a video, which was the term final outcome in this task-oriented course. Dictogloss was used not only as a task to make students focus on grammar, but also as a resource for learning to explain graphs, make quotations, and summarize news texts. After the course, I evaluated the course design and analyzed the effectiveness of dictogloss from course evaluation by the students and analyzing the text written by the students in dictogloss tasks.
