The Effect of Dictogloss Technique on EFL Students’ Critical Language Awareness
Areej Majeed Abd ul-Ridha
College of Education for Humanities / Department of English/ University of Tikrit
Istabraq Tariq Al Azzawi
College of Education for Humanities / Department of English/ University of Tikrit
DOI: https://doi.org/10.25130/lang.7.4.20
Keywords: Dictogloss Technique, and Critical Language Awareness
Abstract
New techniques help teachers maximize students’ cooperation and inspiration. Dictogloss is one of many dominant techniques available to classroom teachers. When these techniques are used well, they can have a positive effect on the students’ increase their Critical Language Awareness.
The current study aims at :Finding out the effect of dictogloss technique on EFL preparatory students’ critical language awareness.
To achieve these aims, some hypotheses are proposed. To verify the hypotheses and achieve the aims of the study, the following procedures are carried out:
In the present study, quasi- experimental design is required, namely the design of a "Non-Randomized Control Group Pretest- Posttest Design”. The sample consists of 70 students from the fifth scientific stage at Al-Aqeeda preparatory school for girls, distributed in two groups, experimental and control with 35 students for each.
Both groups have been equalized in some variables. The experiment lasted two months, and the researcher taught the two groups during the academic year 2021-2022 (Face and content validity have been attained). The data is gathered by using one tool: a questionnaire to measure students’ critical language awareness. The tool of the study has been validated, and different statistical means have been used to analyze the obtained data.
Based on the results and the conclusions obtained in this study, appropriate recommendations and suggestions for further studies are put forward.
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