Abstract
The present study investigates the role of implicit instruction on the sources of errors in developing EFL learners’ dictation. To achieve this purpose, an Oxford Quick Placement Test (OQPT) was administrated to 60 learners majoring in English language teaching at Azad University of Abadan, Iran. Among them, thirty language learners whose scores were limited in the pre‒ intermediate band score were non‒ randomly divided in two experimental and control groups. Then they took a pre‒ test of one‒ paragraph essay at the beginning of the study. Then the participants in the control group were instructed with the use of traditional techniques such as: doing the exercises and copying the text in the form of dictation whereas the participants in experimental group worked on implicit instruction including; the sources of errors, rules of writing, etc. Both groups were working on eight sessions and wrote dictation and essays to check their writing accuracy and spelling. Finally, both groups took a post‒ test of writing a one‒ paragraph essay after eight sessions of treatment. Data were analyzed through Independent Samples t‒test analyses exhibit a significant difference between the experimental and control groups (p< .05). Finding show that pre-intermediate learners of the experimental group performed better than the control group. The study suggests that the role of implicit instruction on teaching dictation should be taken into account to enhance the learners’ dictation.
Presenters
Bahman GorjianAssociate Professor, Applied Linguistics, Department of English Language, Abadan Branch, Islamic Azad University, Abadan, Iran, Khuzestan, Iran Emad Arvand
Ph D Candidate, Applied Linguistics, Department of English Language and Literature, Mary Immaculate College, University of Limerick, Ireland, Khuzestan, Iran
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Implicit instruction, Errors, EFL learners, Writing
