Abstract
Previous studies indicate that dictogloss enhances learners’ ability to recognize spoken input and construct sentences, while retelling promotes reconstruction skills. Based on these findings, this study addresses three research questions: (1) whether dictogloss practice improves listening skills, (2) whether retelling practice enhances speaking skills, and (3) how students perceive such practices. The participants were 118 Japanese high school sophomores, divided into three groups, each of which received dictogloss, retelling, or both practices. Each group was given four hours of classroom intervention. Pre- and posttest scores for listening and speaking were examined using ANOVA, while open-ended questionnaire responses were coded, and their frequency was calculated.
The results suggest that the dictogloss and retelling activities did not increase listening or speaking test scores as intended and that students had mostly positive perceptions of these activities. These findings indicate the need to conduct longitudinal studies to evaluate the sustained instructional impact of these activities, adjust tasks and procedures to teaching contexts, and design tests that can detect potential changes.
