The Korean Association for the Study of English Language and Linguistics

Current Issue

Korean Journal of English Language and Linguistics - Vol. 21

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.870-894
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 15 Jun 2021 Revised 20 Sep 2021 Accepted 25 Sep 2021

Uses of Listening Strategies in Dictogloss Activities and Perception of D ictogloss Among Korean Middle School Students
Soojung Kim ; Kyungwhan Cha
(1st author) Researcher, Dept. of English Education, Chung-Ang University (
(corresponding author) Professor, Dept. of English Education, Chung-Ang University (

© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.


The aim of this study is to investigate the effect of strategy training during dictogloss on Korean middle school students’ English listening. The students were to listen to the passages and write down what they heard and share their thoughts using the listening strategies. The participants were 75 (51 girls, 24 boys) first graders of a middle school students in Seoul. No one had any experiences having lived abroad. They participated in the dictogloss activity once in two weeks for 10-15 minutes for a semester. The data were collected by means of pre-survey and post-survey on English listening abilities and semi-structured interviews with 20 students on English listening activities. The research findings are summarized as follows. Students’ dependency on the interpretation of English when using the strategies during dictogloss became low, and their listening activity became more active. By comparing the first and the last results of the activity, students had less difficulty on dictogloss and strategy use and they focused more on listening. The effect of the strategy training showed an improvement, especially on the dependency of the interpretation of English. Among the four different strategies, they used prediction the most. As a result, through strategy training and dictogloss, it can be said that students’ interest and participation on English listening has increased. This activity can be an effective method especially for middle school high and intermediate-level students to use. The findings in this study imply that when students not just listen to the passage, but write things down and share their thoughts with their classmates, it contributes to positive changes in their listening and English learning. The important thing here is that students do the activity not by themselves, but with the group members, so that it can be a more effective method for improving listening skills.

Keywords: dictogloss, strategy training, listening strategy, group activity

1. Ahn, G. 2012. The effect of dictogloss on the acquisition of Korean vocabulary based on intermediate-level students. Unpublished MA thesis, Korea University, Seoul, Korea.
2. Basterrechea, M, and Garcia Mayo. M.P. 2014. Dictogloss and the production of the English third person –s by CLIL and mainstream EFL learners: a comparative study. International Journal of English Studies, 14(2), 77-98.
3. Danis, C. 1992. A unifying framework for data-based research into adult self-directed learning. In H. B. Long & Associates (Eds), Self-directed learning: Application and Research, 47-72. Noraman, OK: Oklahoma Research Center for Continuing Professional and Higher Education at the University of Oklahoma.
4. Daura, J. R. 2013. Using dictogloss as an interactive method of teaching listening comprehension. Advances in Language and Literary Studies, 4(2), 112.
5. Jang, E. 2012. Effects of dictogloss on Korean middle school students’ English listening ability and attitude: Depending on the narrative and descriptive genre. Unpublished MA thesis, Ewha Womans University, Seoul, Korea.
6. Ji, E. 2004. A study of high school reading instruction using the think-aloud method. Korea National University of Education, Cheongju, Korea.
7. Kim, D, and Kang, D. 2019. The effects of dictogloss activities using English news media on EFL learners’ listening proficiency. The Korea Association of Secondary English Education, 12-3, 201-220.
8. Kim, J. 2009. A comparison of the efficacy between dictation and dictogloss listening activities on high school learners’ English listening abilities and vocabulary acquisition. Unpublished MA thesis, Ewha Womans University, Seoul, Korea.
9. Kim, J. 2012. Effects of note-taking strategy training on Korean college students’ perceptions and performance on academic English listening tests. Unpublished doctoral dissertation, Seoul National University, Seoul, Korea.
10. Kim, M. 2008. Korean high school students’ use of foreign language learning strategies and the effect of the strategy training. Unpublished doctoral dissertation, Pusan National University, Pusan, Korea.
11. Kim, S. and Ma, J. 2014. The effects of dictation and dictogloss in the high school English class: Focusing on English collocation. Journal of English Language and Literature, 27-1, 259-278.
12. Lee, E. 2011. The effects of grouping methods and students’ listening levels on improving English listening proficiency in dictogloss. Unpublished MA thesis, Hankuk University of foreign studies, Seoul, Korea.
13. Lee, E. and Jung, H. 2011. The effects of lexico-grammatical knowledge, background knowledge and repeated listening on Korean middle school students’ English listening comprehension. Studies in English Education 16-1, 245-268.
14. Lee, H. 2017. The effects of reading strategy instruction on L2 learners’ reading strategy use: A think-aloud study. Unpublished MA thesis, Yonsei University, Seoul, Korea.
15. Lee, Y. 2018. Development of metacognitive awareness and L2 listening proficiency through college students’ listening logs. Unpublished doctoral dissertation, Chung-Ang University, Seoul, Korea.
16. Mehdiabadi, F. 2014. The effectiveness of collaborative output task of dictogloss in enhancing EFL learners’ emotional intelligence. International Journal of Linguistics, 6(6), 128-142.
17. Olina, Z. 2002. Teacher evaluation, student self-evaluation and learner performance. Doctoral thesis. Arizona State University.
18. Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
19. Park, J. 2009. A study of the effect of dictogloss in middle school English class. Unpublished MA thesis, Yonsei University, Seoul, Korea.
20. Park, N. 2004. The effects of dictogloss on middle school students’ listening comprehension and attitude toward English learning. Unpublished MA thesis, Pusan National University, Pusan, Korea.
21. Park, S. 2012. A study on the effects of dictogloss on the students’ writing and listening abilities in middle school English class. Unpublished MA thesis, Korea National University of Education, Cheongju, Korea.
22. Ryu, J. 2013. Study on dictogloss-used cooperative learning of listening and writing of English. Unpublished MA thesis, Chung-Ang University, Seoul, Korea.
23. Saenz, M. 2002. Peer-assisted learning strategies for limited English proficient students with learning disabilities. Doctoral thesis. Vanderbilt University, Tennessee, USA.
24. Shin, E. 2002. The effects of language learning strategy training on the strategy use, achievement and beliefs of language learning. Doctoral thesis. Chonnam National University, Gwangju, Korea.
25. Song, S. 2001. Creative dictations to improve listening skills- A case of Korean middle school students learning English. Unpublished MA thesis, Sogang University, Seoul, Korea.
26. Tianmei, B., Binglan Z., and Weijun, G. 2013. The effects of language proficiency on focus on form in doing dictogloss task. Chinese Journal of Applied Linguistics, 36(4), 479-494.
27. Vasiljevic, Z. 2010. Dictogloss as an interactive method of teaching listening comprehension to L2 learners. Retrieved on December 17, 2013, from the World Wide Web:
28. Wajnryb, R. 1990. Grammar dictation. Oxford, NY: Oxford University Press.
29. Youh, S. 2013. Effects of strategy instruction on Korean middle school students’ EFL listening: Focusing on learner proficiency and listening text types. Unpublished MA thesis, Seoul National University, Seoul, Korea.