Abstract

Dictogloss is a classroom activity where all the four skills work together. The present study is an experimental one where a group of twelve students was taught by the researchers. The researchers train students to use dictogloss technique for twelve lectures. In each lecture, they used a new authentic text with a new focus on a specific role of grammar. The study aims at; finding out the impact of using dictogloss technique on Iraqi EFL college students’ knowledge of grammar, determining the impact of using dictogloss technique on Iraqi EFL college students’ improvement of writing, determining if there is any impact of using dictogloss technique on EFL college student’s comprehension of meaning and determining students’ attitudes toward using dictogloss in English language teaching. Four measurement tools were used in this study; an achievement test, a reflection sheet used at the end of each lecture, a questionnaire, and in addition to the teacher’s daily observation. Final results of the study clarify that there is a positive impact of dictogloss technique on the three variables in addition to the positive attitudes of students towards using dictogloss in English language teaching. So, the hypotheses of the study are rejected.

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