EFL learners taught with dictogloss tasks significantly outperform learners taught with dicto-phrase tasks on listening comprehension posttests¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2013 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? After 10 treatment sessions, the dictogloss group scored significantly higher than the dicto-phrase group on a piloted KET listening posttest (t = 2.060, df = 58, p = 0.044). → Hamid Marashi 2013 q3 i2 The difference corresponds to a moderate effect size of 0.53 according to Cohen (1988). → Hamid Marashi 2013 (2)

Evidence¶

Hamid Marashi 2013¶

Hamid Marashi, Mojgan Khaksar. (2013). Dictogloss or Dicto-Phrase: Which Works Better for Listening Comprehension? li-manager's Journal of English Language Teaching, Vol. 3 No. 1, January-March. https://eric.ed.gov/?id=EJ1068862

q3 · i? · causal · r2

Experimental comparison of two randomly assigned groups of 30 Iranian female pre-intermediate teenage EFL learners each. Posttest means were 18.10 (dictogloss) and 16.23 (dicto-phrase); the t-test showed "a significant difference between the mean scores of the two groups at the posttest". No effect size is printed for this test statistic itself.

"Based on Table 4 (t = 2.060, df = 58, p = 0.044 < 0.05, two-tailed), there was a significant difference between the mean scores of the two groups at the posttest."

Hamid Marashi 2013 (2)¶

Hamid Marashi, Mojgan Khaksar. (2013). Dictogloss or Dicto-Phrase: Which Works Better for Listening Comprehension? li-manager's Journal of English Language Teaching, Vol. 3 No. 1, January-March. https://eric.ed.gov/?id=EJ1068862

q3 · i2 · causal · r2

The authors estimated the effect size for the posttest difference between the dictogloss and dicto-phrase groups; the article prints the effect size as 0.53, which it characterizes as a moderate effect size per Cohen (1988), allowing moderate generalization of the findings.

"To determine the strength of the findings of the research, that is, to evaluate the stability of the research findings across samples, effect size was also estimated to be 0.53."

Discussion¶

Learner Variables¶

• Auditory Processing — outcome: instruction changes it
• Oral Language — outcome: instruction changes it

Related Claims¶

• The dictogloss and dicto-phrase groups showed no significant difference in language proficiency before treatment — related
• Interactive multimedia materials using Wondershare Quizcreator produced significantly higher posttest listening scores than audio materials in a quasi-experiment with 72 undergraduates — related
• Multimedia application is more effective than conventional media for sixth-semester students' listening comprehension, per a t-test comparison — related
• Audio-visual listening tasks produce higher oral accuracy than audio-only listening tasks for intermediate Iranian EFL learners — related
• The authors attribute the dictogloss advantage to depth of processing, discovery learning, pushed output, noticing, awareness raising, negotiation, and collaboration — related