The Effect of Frequent Dictation on theListening Comprehension Ability ofElementary EFL Learners
G. Reza Kiany and Ebrahim Shiramiry
This study investigated the effects offrequent dictation on the listening comprehension (LC) ability ofelementary EFL learners. Two homogeneous groups ofelementary EFL learners at the Kish Language Institute in Tehran, Iran werechosen. Each group consisted of 30 male elementary EFL students, 20 to 35 yearsof age. All the participants had had the same amount of exposure to listening
materials before the experiment, and all had studied English for three terms (eachterm consisting of 20 sessions of 100 minutes each) at the Kish Language
Institute. One of the groups was chosen as the experimental group, and the otheras the control group. For one term, consisting of 20 sessions, the students in thecontrol group were given the listening exercises in their textbook, Headway
Elementary (Soars & Soars, 1993). The experimental group, in addition to thelistening exercises in the textbook, were given dictation 11 times during the term.
At the end of the term the Le ability ofboth groups was posttested by a battery of40-item NCTE Elementary Listening Tests (National Council of Teachers ofEnglish, 1972)/ which was also used as the listening pretest. The results showedthat dictation had a significant effect on the listening comprehension ability ofthe
participants in the experimental group. The mean gain scores of the experimentalgroup were significantly higher than those of the control group.
Cette etude traite de 1/effet des dictees administrees de fa<;on reguliere sur lacomprehension auditive d'etudiants ALE en Iran. Deux groupes homogenes
d'etudiants intermediaires en ALE inscrits au Kish Language Institute a Teheran/ en Iran, ont ete choisis pour participer a la recherche. Chaque groupe
consistait de 30 hommes de niveau intermediaire etudiant l'anglais com me langue etrangere. L'age des participants etait de 20 a 35 ans et tous avaient deja ete
exposes de la meme fa<;on a du materiel didactique pour developper l' ecoute etavaient etudie 1'anglais pendant trois semestres (chaque semestre consistant de20 sessions de 100 minutes chacune) au Kish Language Institute. Un des groupesa ete selectionne pour etre Ie groupe experimentale et 1'autre, Ie groupe temoin.
Pendant un semestre - 20 sessions -les etudiants du groupe temoin ont suivi lesexercices d'ecoute dans leur texte, Headway Elementary (Soars & Soars,1993). En plus d'accomplir ces memes exercices, Ie groupe experimental afait 11
dictees au cours du semestre. A la fin du semestre, les deux groupes ont passe unebatterie de tests pour evaluer leur competence a recoute en langue etrangere
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(National Council ofTeachers of English Elementary Listening Tests, 1972). Lesresultats indiquent que les dictees ant eu un effet significatif sur la comprehension auditive des participants dans Ie groupe experimental. L'amelioration
moyenne des etudiants du groupe experimental etait beaucoup plus importanteque celIe des etudiants du groupe temoin.

Introduction
Celce-Murcia (1991) states, "the importance of listening comprehension inlanguage learning and language teaching has moved from a status of incidental and peripheral importance to a status of significance and central
importance" (p. 105). Listening comprehension (LC) is gradually receiving
the emphasis it has always deserved. Second-language educators now acknowledge it as a crucial skill in second-language learning and encourage
language teachers to devote more class time to listening activities. The importance of listening cannot be overestimated. Chastain, (1988) asserts,
The ability to comprehend the spoken second language plays an essential role in second-language learning and use. It is one of only twosources of new linguistic data and general information. It is the more important of the two skills involved in all types of oral exchange. It is anecessary skill for classroom oral communication activities. It is an indispensable skill for oral communication out of class. It is the skill thattends most to impede oral communication between native and non-native speakers. And it is the skill most needed out of class by language
students attempting to improve their knowledge and use of the secondlanguage. (p. 209)
Brown (1993) affirms, "there has been a revolution in the teaching ofEnglish" (p. 1). Before the 1970s it was still the case that spoken language wasgiven secondary importance. Today the importance of teaching the spoken
language is universally acknowledged. This revolution has ensured that theproblems of understanding the spoken form of the foreign language havereceived increasing attention both in research and pedagogy. We now have amuch better understanding of the processes of comprehension. Many
courses now offered aim to teach listening comprehension, and many books
and conferences claim to teach teachers how to improve their students'
performance in listening comprehension. Furthermore, many teaching techniques in this regard have been introduced. For example, Dr (1991) has
presented more than 30 types of exercises for teaching listening. Similarly,Rost (1991) has suggested more than 30 activities with many variations.
One of the techniques for improving listening comprehension that isrecommended in many books about teaching EFL in general and teachinglistening comprehension in particular is dictation (Celce-Murcia, 1996; Gil-58

G. REZA KIANY and EBRAHIM SHIRAMIRY

bert, 1996; Davis, 1995; Rost, 1991; Ur, 1991; Byrne, 1978; Rivers & Temperley,1978; Morley, 1977; Paulston, 1976; Finocchiaro & Bonomo, 1973).
According to the Longman Dictionary of Language Teaching and Applied
Linguistics (Richards, Platt, & Platt, 1992), "Dictation is a technique used inboth language teaching and language testing in which a passage is read
aloud to students, with pauses during which they must try to write down
what they heard as accurately as possible" (p. 108). Davis (1995) lists 10
reasons for using dictation in EFL classes, including giving a good listening
practice to the whole class in a short time and making students listen attentively. Morley's (1977) book Listening Dictation is about using dictation todevelop basic skills in discriminative listening and in extracting meaningfrom spoken English sentences. Ur (1991) recommends using dictation exercises as an activity for listening both for perception and comprehension.
In this study, dictation is used only as a teaching technique for improving
the listening comprehension ability of elementary EFL learners. Conducting
such a study seemed necessary because using dictation as a listening exercise
has been recommended in many books about language teaching, but noresearch has been done to investigate the effect of dictation on the listening
comprehension ability of Iranian EFL learners.

Research Question
This study examined the following research question: Is there a significant
difference between the listening comprehension ability of elementary EFL learners
who are given frequent dictation exercises and the listening comprehension ability ofthose who are not?

The Study
This study was conducted in April 2000 at the Kish Language Institute inTehran. Sixty Iranian elementary EFL learners were chosen. They were all
male, and their ages ranged from 20 to 35. These 60 participants were in fourclasses. Before the experiment all had been studying English in the Institutefor three 20-session terms, approximately 100 hours each (at Kish each session is 100 minutes and students attend the class five sessions/days a week).
Thus the students had been exposed to the same amount of English andlistening practice. Two of the classes, consisting of 30 students, were assigned
randomly to the experimental group, and the other two classes, consisting ofanother 30 students, were assigned as the control group. To assure thehomogeneity of the two groups in terms of their general proficiency andlistening ability in English, students were given as pretests the Nelson Test
100A (Fowler & Coe, 1976) and the NCTE Elementary Listening Test (NCTE,1972). T-test analysis indicated no significant difference prior to treatment ingeneral English proficiency (t(58)=-.38, NS) and no significant difference inlistening comprehension ability (t(58)=.49, NS).
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The instructor of the four classes participating in the study was theco-researcher of this study, Ebrahim Shiramiry.
In the treatment, the two classes in the experimental group were given notonly the listening exercises of their book, but also 11 dictation exercises. The
two classes in the control group were given only the listening exercises intheir book. The passages and conversations used for dictation were short,consisting of about 100 words each, and each dictation would take around
10-15 minutes. While taking dictation, the class was quiet and the quality ofthe tape and the cassette player was good.
The materials for giving dictation were the native-recorded passages andconversations in the course textbook. The procedure to carry out the treatment, giving dictation, was as follows. First, students were made aware of
the topic of the passage or conversation to activate their background knowledge; they then listened to the whole passage or conversation without any
pauses. Second, the tape was replayed and stopped after each meaningful
chunk, and students wrote down what they heard. In the third stage theylistened again to the whole passage or conversation to check what they hadwritten. After the dictation they checked their writing against the tapescriptin their textbook. Sometimes after checking their dictation, participants listened to the tape again while looking at their dictation and paying special
attention to their mistakes.
At the end of the term the LC ability of the participants was posttested
with the same NCTE Elementary Listening Test used to pretest the listening
comprehension ability of the two groups before the treatment. The data wereanalyzed using the SPSS program. Table 1 shows the mean scores andstandard deviations of the pretest, posttest, and gain scores of each group.
T-test analysis of pretest mean scores of the two groups (Experimentalgroup 54.00 vs. control group 56.00) indicated no significant difference(t(58)=.49, NS). However, t-test analysis of the mean gain scores of the experimental (dictation) group of 13.91 was significantly higher than the meangain score of the control group of 6.00 (t(58)=20.59, p<.OOl).
Thus there is a significant difference between the gain scores of theexperimental and control groups. This indicates that the experimental group

Table 1Comparison of LC ability of experimental and control group
PretestMean
SO

Posttest
MeanSO

Gain ScoresSO
Mean

Experimental Group

54.00

10.22

68.58

10.39

13.91

1.42

Control Group

56.00

10.79

62.00

10.20

6.00

1.5560G. REZA KIANY and EBRAHIM SHIRAMIRY

that took dictation outperformed the control group in their performance on
the listening comprehension test.

Conc1usions
The aim of this study was to investigate the effect of frequent dictation on thelistening comprehension ability of elementary EFL learners. Results indicatethat dictation did have a significant effect on the listening comprehension
ability of the experimental group. Thus the answer to the research question isYes, there is a significant difference between the listening comprehension ability of
those elementary EFL learners who are given frequent dictation and the listening
comprehension ability of those who are not.
Probable reasons for the significant effect of dictation on the listening
comprehension ability of the experimental group, may be as follows.
The participants in the experimental group were forced to listen more
attentively to decode the foreign speech.
During each dictation participants had to keep one chunk of meaningful
speech in their mind until they could write it on paper. This may havehelped strengthen their memory.
Dictation with recording of native speakers of English makes learners
aware of difficulties of understanding English spoken by native
speakers in comparison with the English spoken by Iranian EFL
teachers. Native speakers' English is quite different from Iranian EFL
teachers' English in terms of pronunciation, including pronunciation ofsome sounds, rhythm, sentence stress, weak forms, intonation, andlinkage. This coincides with Kenworthy's (1990) recommendation to use
dictation of native recorded speech to make learners aware of these
aspects of pronunciation.
When EFL learners are given dictation, they notice their weaknesses inperceiving and understanding English spoken by native speakers andtry harder to improve their LC ability.

Limitations
The participants in this study were all male elementary Iranian EFL learners
between 20 and 35 years of age studying English at Kish Language Institutein Tehran. In each group (the experimental and the control group) there wereonly 30 students. The students in both groups were taught by one instructor,
the co-researcher of this study.

Pedagogical Implications
Because this study found that dictation can have a positive effect on thelistening comprehension ability of elementary EFL learners, EFL teachers canuse this technique in their classes with more confidence.
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In some countries such as Iran where students do not have access tonative English speakers, EFL teachers can make use of this technique tofamiliarize their students with the English spoken by native speakers. If EFLstudents are exposed only to English spoken by Iranian EFL teachers, evenafter learning considerable grammar and vocabulary they cannot understand native English speakers easily. Dictation makes EFL learners aware ofmany aspects of the pronunciation of English spoken by native speakers. Itmay also affect their listening comprehension ability and their pronunciation. Using dictation to make students aware of different aspects of pronunciation and the sound system of English has been recommended both byKenworthy (1990) and Celce-Murcia (1996).
Dictation can easily be used in various kinds of EFL classes. Dictation canbe used not only as a listening exercise, but also as a listening test (Farhady,Jafarpoor, & Birjandy, 1994; Celce-Murcia, 1996). It is recommended as ageneral English proficiency test (Oller, 1979). It can be used in error analysis
studies (Hemmati, 1990). Some ELT experts, such as Bowen, Madson, andHilferty (1985), have recommended it for teaching writing, and some haverecommended it for teaching grammar (Morely, 1977; Kidd, 1992).

Suggestions for Further Research
Drawing on the theoretical concepts and practical procedures followed inthis study, some related studies are recommended.
The participants in this study were all male elementary EFL learners
between 20 and 35 years of age. The study could be replicated withparticipants of higher levels of language proficiency or with participantsof different ages and sex.
This study investigated the effect of dictation of complete passages on
the listening comprehension ability of EFL learners. Other studies could
investigate the effect of gapped dictation or dicto-composition (Kidd,1995) on listening comprehension ability of EFL learners.
For example, dictation has been recommended in teaching other areasof language, such as grammar (Morley, 1977; Kidd, 1992), writing(Bowen et al., 1985), and pronunciation (Celce-Murcia, 1996;
Kenworthy, 1990). Research could investigate the effect of dictation onvarious areas of language.

The Authors
Gholam Reza Kiany (PhD, University of Essex, UK) is an assistant professor in the English
Department of Tarbiat Modarres University, Tehran, Iran. His research interests are language
testing and psycholinguistics.
Ebrahim Shiramiry (MA in ELT, Tarbiat Modarres University, Tehran) is a lecturer in the English
Department of Sanandaj Azad Univerity, Sanandaj, Iran. His research interest is teaching methodology, and he has translated six books and several articles from English into Farsi.

62G. REZA KIANY and EBRAHIM SHIRAMIRY

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