Utilizing Dictation Techniques in Process Writing Instruction: Improving Undergraduate Students' English Writing Performance
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Abstract
The study employed a pre-experimental research design involving a one-group pre-test-post-test with a combination of quantitative and qualitative data. The purposes were to (1) develop and test the efficiency of the instructional materials utilizing dictation techniques in process writing instruction for a university writing course, (2) determine whether the instructional materials could help increase students' writing ability, and (3) explore students' reactions towards the instructional materials. The entire instruction covered eight weeks, including the pre-test and post-test writing assignments. The students' learning logs reflected students' learning, preferences, and difficulties. Forty-seven pieces of students' pre-test and forty-seven pieces of students' post-test writing assignments were analyzed for evidence improvement of their English writing skills. This study highlights the positive impact on the utilization of dictation techniques in the process of writing instruction. Students could produce a sound paragraph, notice their spelling mistakes, and gain awareness of using correct phrases and grammar in their writing. Students expressed their positive attitudes towards the instructional materials and their activities. The difficulties of the students' learning are reported.
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