International Journal of Education and Research Vol. 6 No.

6 June 2018

Dictogloss Strategy and Listening Comprehension Performance of

Secondary School Students

By

Ofodu Graceful Onovughe (PhD)

Department of Arts and Language Education
Faculty of Education
Ekiti State University, Ado-Ekiti
Email: [email protected]

Ogunjemilua Temitope Olubunmi

Department of Arts and Language Education
Faculty of Education
Ekiti State University, Ado-Ekiti

Abstract
The study investigated the effect of dictogloss strategy on the academic performance of
secondary school students’ listening comprehension. It also examined the effect of gender
and location on the academic performance of students’ listening comprehension. The study
adopted the quasi-experimental design of pretest posttest and control group type. The
population for this study consisted of all Junior Secondary School Two (JSS11) students in
the co-educational public secondary schools in Ekiti State. One hundred and eighty (180)
students were sampled for the study. An instrument titled Achievement Test in Listening
Comprehension (ATLC) was used to generate data for the study. The validity of the
instrument was ascertained, while the reliability of the instrument was ensured using test-
retest method. Data collected were analyzed using mean and standard deviation for the
research question raised, while t-test statistics and Analysis of Co-variance were used to
test the hypotheses formulated at 0.05 level of significance. The result of the study revealed
that dictogloss strategy has positive effect on students’ academic performance in listening
comprehension. The result revealed significant effect of gender on academic performance of
students when exposed to dictogloss . In contrast, there was no significant effect of location
on academic performance of students when dictogloss was used. Based on the findings, it
was recommended that teachers of English Language in Secondary Schools should adopt
the use of dictogloss strategy in teaching the students to aid their comprehension. Similarly,
government could conduct workshops to train teachers in the use of dictogloss strategy in
teaching students to aid their comprehension.

Keyword: Listening skill, Speaking skill, Dictogloss, Listening comprehension, Gender and
Location

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1. Introduction
It is very vital to relate with people at all times. One of the reasons for sustaining
such relationship is for survival, sense of belonging and the ability to express oneself
without any difficulty. Such persons can understand others and be easily understood. One is
able to relate with others, receive information and supply information. This process is
basically the essence of communication. Communication is a two- way process between a
decoder and an encoder. Communication is done through the use of language.
Language is a medium of conveying ideas, thoughts and intentions. To Oyewo,
(2000) language is a rule- governed system of symbols that allows the users to generate
meaning and in the process, to define reality. Language is generally taught, learnt and
assessed in terms of the four skills of listening, speaking, reading and writing. Listening and
reading are known as receptive skills while speaking and writing are known as productive
skills.
In Nigeria, English Language is the official language that is accepted nationally and
used as a medium of instruction. Among over 500 indigenous languages used in the country,
English Language takes its place as the official language of justice, commerce, education
and subject of study at all levels of education. Due to this fact, English language is
introduced to children right from pre- primary level of education. Though, the National
Policy of Education (2004) places uttermost importance on the study of English Language
as a major medium of instruction and as a school subject at all levels of educational system
except at the pre- primary level of education. The main objective of teaching and learning
English language in schools is for students to communicate well either internally or
externally. This shows their ability to understand and speak the language. For learners to
communicate in speech, they must have listened effectively. Also, for them to be a good
writer, they must be able to read well efficiently.
Therefore the basis of any communication either by speaking or writing is listening,
which determines the success of learners in learning process. Listening skill is also linked to
speaking skill. These two skills are necessary pre-requisite needed for effective
communication. Listening is one of the fundamental skills for acquiring knowledge at all
levels of education. Listening is a skill that aims at facilitating the acquisition of literacy
skills needed for effective communication. As the society changes the need for
communication becomes vital. Therefore, we must listen well and understand in order to
keep up with what is happening around us. On the other hand, speaking is an act of
conveying information and expressing one’s feelings in speech. Speaking requires that
learners not only know how to produce specific points of language such as grammar,
pronunciation or vocabulary but also that they understand when, why and in what ways to
produce language. It is an expressive language skill. Chronologically, speaking comes
second among the four language skills. A person ability to speak well is a clear evidence of
his/her literacy level. The organs of speech are used in the production of speech sounds
which make up the utterances made in speaking. The supra-segmental features of the
language like: stress, tone, and duration also give more meaning to a particular speakers’
attitude or to what the speaker is saying.
In the same vein, the more learners speak the more their paralinguistic properties are
developed. Nordquist (2017) views paralinguistic as the study of vocal and non-vocal
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signals beyond the basic verbal message or speech. The paralinguistic features are: accent,
pitch, volume, speech rate, fluency. In other word, speaking skill of learners when properly
developed will reflect in their intonation, pitch and speaking rate. These features add more
meaning to what people say.
The researchers believe that for someone to be a good speaker; he/she has to cultivate
a good speaking skill. Before a child acquires speaking skill, he/she must have learnt to
listen in order to imitate what he/she has heard. Therefore a good speaker must have been a
good listener. Also the ability of a good speaker to speak well will reflects in his/her writing
and reading. That is, when a speaker understands the rudiments of the language he/she uses;
it will be a guideline for such speaker to write logically and accurately, which will also
affect his/her comprehension.
Despite the fact that in learning of English Language, emphasis is placed on language
skills, students still perform woefully in examination. Scholars have observed that listening
and speaking skills are neglected in the school curriculum especially the listening skill, this
in turn affects the students listening comprehension. Emphasis is placed more on reading
and writing. Gbenedio (1996) asserts that only a fleeting mention was made to listening skill
in the English curriculum.
Spooner and Woodcock (2010) affirm that learners are distracted in the classroom
because they listen to two different things. They affirm that low levels of background noise
can affect a child’s ability to listen. Noise within and outside the classroom settings tend to
affect the learners’ listening ability. Similarly, the researcher observes that students are not
also bold enough to communicate well within and outside the classroom using English
Language. Some students who speak outside the classroom often commit some phonological
error like replacing the consonant /f/ to /p/ sound. Also some commit grammatical error and
semantic error. This is supported by Fahad (2013) findings that students find it inappropriate
to speak in the class because of fear to be seen as verbally challenged.
Hence with all these problems mentioned above, learners’ listening comprehension is
badly affected. When the listen process of the learner is not active, it will in turn affect the
listening comprehension. Comprehension is the ultimate reason for any learning effort. If
learners can listen to a given text but do not understand what was said, then they have not
really listened.
Listening comprehension is one’s ability to recognize another person’s view through
sense, aural organs and allocate a meaning to the message to understand it
(Azmi,Celik,Yidliz, and Tugrul 2014). Hamouda (2013) emphasizes that comprehension of
speech is a very difficult activity for students. Learners face a lot of problems when they
listen to a language which in turn affects their speaking ability. However, studies have
shown that poor teaching method by teachers can affect the learners’ listen and speaking
ability. Adepoju (2002) asserts that comprehension is grossly misunderstood and
mishandled by teachers. Teachers often talk about the text than the learners. Most teachings
done on listening and speaking skills are basically teacher centered. Students are not really
involved in the teaching for them to practice on their own. Therefore, for the learners to
speak well and eloquently, the listening comprehension of the students must be worked
upon for them to overcome the difficulties in understanding spoken passages. Therefore for

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a learner to comprehend, such learner must listen attentively well during the learning
process.
However, studies have shown that gender tends to influence the learners’ listening
comprehension during learning process. Gruber and Gaebelein (1997) stipulate that males
tend to recall better than females in listening comprehension in a public speaking situation.
While some researchers rated the female speakers significantly more effective than their
male speakers. In the same vein, the rural-urban disparities in academic performance reflect
in the comprehension of the students. Students in the urban areas have access to modern
technological devices that aids learning such as laptop, modern laboratories etc. which get
the students prior knowledge to learning and also develop their reasoning ability. Whereas,
students in the rural areas may not have access to the use of modern devices for learning this
affect the performance of the students. Also conducive learning environment, good
infrastructure facilities and qualified and competent teachers are enjoyed by the students in
urban areas which are lacking in rural areas could make students perform better than those
in rural area. However, since it is the believe of people that students in urban areas tend to
perform better than students in rural areas because of the type of school attended, the result
of the study may form the basis of given the weak group more attention in order to improve
on their academic performance. This is the motivation for this study. This researcher holds
the view that if learners are exposed to dictation method, using dictogloss to teach listening
and speaking skills; it will enhance the listening comprehension of learners.
Dictation is a device used to test a language learners’ listening comprehension.
Dictation in its simplest form refers to a process of reading aloud so that listeners can write
down what is said correctly. Dictation is used to measure the level of proficiency of what
the learners have learnt and detect problematic areas especially in spelling. The use of
dictation in the classroom will make the learner active and not passive during the learning
process (Rost 2002). Although many teachers see dictation as an old instructional tool, the
effectiveness of dictation in the classroom depends on how it is used to impact knowledge.
In view of this the researcher intends to use “dictogloss” as a strategy under dictation to
teach the listening and speaking skills of the students.
Dictogloss is a language teaching strategy that is used to teach grammatical structures
in which students form small groups and summarize a target –language text (Richards&
Schmidt 2009). It is a method whereby the teacher prepares a text that contains examples of
the grammatical form to be studied. The teacher then reads the text to the students at normal
speed while they take notes. Students then work in small groups to prepare a summary of
their work using the correct grammatical structures and finally each group presents their
work to the rest of the class (Ellis 2003).
It is with this view that the researchers sought to critically examine the use of this
instructional tool to solve the problems affecting students’ listening comprehension; if there
will be changes in the academic performances of junior secondary school students.

1.1. Statement of the Problem

Listening is one of the major means by which learners receive information, facts, and
ideas in all subjects. When a teacher speaks, learners listen and when the learners are
speaking during a lesson, the teacher would be listening. In spite of this, it is very
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unfortunate to note that listening is not taught in Nigerian schools. The general assumption
is that learners are good listeners and must listen carefully to all lessons without any
instruction. One of the major problems affecting students today is that they are easily
distracted in the classroom which leads to lack of comprehension. Ineffective listening
comprehension has affected the students’ ability to comprehend what they have learnt or
heard; this tends to pose a great problem among the students.
Also, these days, some students in secondary schools are unable to speak fluently
with correct tenses in English. Some cannot even recall what they have heard or listened to.
From the researchers’ observations, it is discovered that students’ poor performance in
English language is due to their inability to listen well and use their speaking skill in order
for them to comprehend what they have learnt. This attitude may be due to the nonchalant
attitude of the learners and inappropriate approaches used by many teachers in teaching
listening and speaking skills of the students.
Observation also revealed that learners derived pleasure in copying notes down
without necessarily understanding the notes they copied. They do not listen to the point of
comprehension that will assist them to vocalize what they have learnt through imitation. The
use of conventional teaching methods whereby students sit passively in the classroom and
the whole lesson is teacher-centered seems to affect the performance of students in listening
and speaking skill because students are not taught how to speak independently, brainstorm,
draw inferences and generate ideas of their own in the English Language classroom which
can then be transferred to other courses of learning. Due to these problems stated above,
there is need to find out the effect of dictogloss on the students’ academic performance in
listening comprehension. The study therefore investigated:
1. The effect of dictogloss on the academic performance of the students’ listening
comprehension.
2. Whether there will be gender difference in the academic performance of students
exposed to dictogloss strategy.
3. The effect of location on the academic performance of students exposed to dictogloss
strategy.

1.1.2 Research Hypotheses

The following null hypotheses were formulated and tested in this study:
(1) There is no significant difference in the performance mean scores of the students
exposed to dictogloss package and their counterpart exposed to conventional method.
(2) There is no significant difference in the performance mean scores of male and female
students taught using dictogloss strategy.
(3) There is no significant difference in the performance mean scores of students taught
in rural and urban areas using dictogloss strategy.

1.1.3 Research Method

The research design for this study was quasi- experimental, pretest, post pretest and
control group design, in which there was no randomization. The population of the study
comprised all junior secondary school students in Ekiti State. The sample for the study
consisted of 180 JSS2 students. The selection of the sample involved the use of multi-stage
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sampling procedure. The first stage involved the use of simple random sampling technique
to select three local government areas in Ekiti State. The second stage was done with the
adoption of simple random sampling technique to select co-educational Junior Secondary
Schools from each of the local government areas selected.
At the third stage, stratified random sampling technique was used to select JSS2
Students as participants from each school according to their gender. One school each (one
from the urban area and one school from the rural area) were used for the experimental
group while the school served as the control group.
The instrument that was used to gather data for this study was Achievement tests in
Listening Comprehension (ATLC). The reliability of the instruments was determined by
administering the instruments on two different occasions at two weeks interval. The scores
obtained from the two tests were subjected to Pearson Product Moment Correlation analysis
and a reliability coefficient of 0.83 was obtained.
The data collected for the study was analyzed using descriptive statistics of mean and
standard deviation while, the hypotheses were tested at 0.05 level of significance using
inferential statistics of t-test and Analysis of Co- variance (ANCOVA).

1.1.4 Results and Discussion

Question 1: What is the effect of dictogloss on the academic performance of students in
listening comprehension?
In answering the question, mean scores on students’ performance in listening
comprehension before and after being exposed to dictogloss teaching strategy and the
conventional method were computed and compared. The result is presented in Table 1.
Table 1 revealed that students taught using dictogloss teaching strategy had mean
score of 8.60 in listening comprehension prior to treatment while those in the
conventional group had mean score of 5.83. On exposure to treatment, students
taught using dictogloss teaching strategy had score of 10.08 while students taught
using the conventional method had posttest mean score of 9.08 in listening
comprehension. This implies that the use of dictogloss teaching strategy will
improve the performance of students in listening comprehension.
Hypothesis 1: There is no significant difference in the performance mean scores of students
exposed to dictogloss teaching strategy and their counterpart exposed to conventional
method.
In testing the hypothesis, score relating to posttest mean scores of students exposed to
dictogloss teaching strategy and the students not exposed in listening comprehension were
computed and subjected to statistical analysis involving t-test at 0.05 level of significant.
The result is shown in Table 2.Table 2 revealed that there is significant difference in the
posttest mean scores of students exposed to dictogloss teaching strategy and the group not
exposed in listening comprehension (tcal = 3.47:P< 0.05). The null hypothesis is thus rejected.
Hypothesis 2: There is no significant difference in the performance mean scores of male and
female students taught using dictogloss teaching strategy.

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In testing the hypothesis, scores relating to the performance of male and female students
exposed to dictogloss teaching strategy were computed and subjected to statistical analysis
involving t-test statistics at 0.05 level of significant. The result is presented in Table 3.
Table 3 revealed that there is significant difference in the performance of male and female
students exposed to dictogloss teaching strategy (tcal =2.261: P<0.05). The null hypothesis is
therefore rejected.
Hypothesis 3: There is no significant difference in the performance mean scores of students
taught in rural and urban areas using dictogloss.
In testing the hypothesis, scores relating to the performance of students in rural and urban
areas exposed to dictogloss teaching strategy were computed and subjected to statistical
analysis involving t-test statistics at 0.05 level of significant. The result is presented in Table
4.
Table 4 revealed that there is no significant difference in the posttest mean scores of
students in rural and urban areas exposed to dictogloss teaching strategy (t cal= 1.173 :P>
0.05). The null hypothesis is not rejected. The findings of this study revealed that the
students’ academic performance in listening comprehension prior to the experiments was
low. The findings of the study also showed that the use of dictogloss had a significant effect
on students’ academic performance in English Language. The students taught using
dictogloss achieved significantly higher than those taught using the conventional method.
This result is in agreement with the result of Zheng (2006) who reported that dictogloss
positively affects the written performance of English Foreign Language (EFL) learners in
English Language. The result of this study also showed that the use of dictogloss enhances
both students’ academic performance and comprehension in English Language.
The findings also revealed that there is significant difference in the posttest mean
scores of students exposed to dictogloss teaching strategy and the group not exposed in
listening comprehension. The result of Hypothesis 1 revealed that the group exposed to
dictogloss performed better than the group exposed to the conventional method. It helped to
depict the impacts of the treatment on the academic performance of the students.
Dictogloss also had been found to be effective before and during the treatment. Jibir-
Daura (2013) examined some students on dictogloss focusing on their listening
comprehension and discovered that there was a significant positive effect of dictogloss on
students’ academic performance.
The findings also revealed significant effect of gender on academic performance of
students exposed to dictogloss strategy. The findings also show that male students learned
and performed more with dictigloss than their female counterparts. In this study, students in
the dictogloss group were grouped and asked to share interest and compare knowledge;
female students tend to be timid than their male counterpart, this might have assisted in their
better academic performance using dictogloss. The outcome of gender influence in both
experimental groups was contrary to the findings of most studies outside Nigeria. For
instance, Liu (2006) recorded significant better performances of girls in comprehension and
English Language than boys.
The findings show that there is no significant differences in the posttest mean scores
of students exposed to both strategies in rural and urban areas. Urban school students
performed significantly better than rural school students when dictogloss strategy was used.
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The finding is in line with Iyioke (2008) finding who found that students in the urban areas
comprehend better than those from rural areas, most of who are preoccupied with menial
jobs and farm work a lot of times. These must have influenced the outcome on the effect of
location when dictogloss strategy was used.
This implies this strategy used for the study had positive effect on the students’
performance in listening comprehension as the students exposed to this strategy performed
better than those in control group. This study revealed that students in rural area performed
low when exposed to dictogloss. On the other hand, students in urban area performed better
in dictogloss. Despites the differences in the scores of students when exposed to this
strategy, students from these locations still performed better than students exposed to the
conventional method.

1.1.5. Conclusion
It can be concluded that dictogloss strategy used in this study is effective in
enhancing academic performance in listening comprehension instruction. This means when
the teachers use dictogloss strategy, the academic performance of students’ listening
comprehension will significantly improve. It is also concluded that gender has no significant
effect on academic performance when dictogloss strategy was used. Also, location has
significant effect on academic performance when dictogloss was adopted.

Recommendations
Based on the findings, the following recommendations are made:
1. Teachers of English Language in Secondary schools should adopt the use of the
dictogloss in teaching Listening Comprehension.
2. Government should conduct workshops on the use of the dictogloss strategy for teachers
of English Language so as to get them acquainted with the strategies in the teaching of
listening comprehension.
3. Curriculum planners and textbook writers should identify studies that incorporate the
skills necessary for listening comprehension in textbooks which will ease gradual depart
from the conventional method of teaching.

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Table 1: Effect of Dictogloss Teaching Strategy on Students’ Academic Performance in

Listening Comprehension.

Group N Pretest Post test

Mean S.D Mean SD
Dictogloss 60 8.60 5.257 10.08 4.147
Conventional 60 5.83 4.633 9.08 4.435

Table 2: T-test Showing Posttest Mean Score of Students’ Listening Comprehension in

Dictogloss Teaching Strategy and the Control Group

Group N Mean S.D df tcal

Dictogloss 60 10.08 4.147 118 3.47*

Control 60 9.08 4.435

P<0.05

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Table 3: T-test showing the Performance of Male and Female Students exposed to
Dictogloss Teaching Strategy

Gender N Mean S.D df tcal Sig

Male 36 10.33 3.286 58 2.261* 0.028
Female 24 7.92 5.004
P<0.05

Table 4: T-test showing the Performance of Students exposed to Dictogloss Teaching

Strategy by Location

Location N Mean S.D df tcal Sig.

Urban 30 10.00 4.418 58 1.173 0.245
Rural 30 8.73 3.930

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