چكيده
The present study investigated the effect of the dictogloss technique on the vocabulary learning of intermediate Iranian EFL learners. Based on this aim, first, 60 intermediate female EFL learners were selected from Ahar branch of Academic Center for Education, Culture, and Research (ACECR) based on their results on a proficiency test, and were non-randomly (with the use of intact classroom) divided into two groups, including: the experimental group (i.e. the dictogloss group) and the control group with 30 learners in each of the groups. Next, the VKS pretest was administered to both of the groups to evaluate their vocabulary knowledge one week after the proficiency test and one week before the beginning of the treatment. During the treatment of the study, 10 reading texts, which involved the target vocabulary items, were read to the learners of the experimental group during 10 sessions. These learners were encouraged to listen to the text, note down some of its parts, and then work cooperatively to create a reconstructed version of it. However, the learners of the control group received the reading texts during 10 sessions, and were asked to read them and answer their comprehension questions. Finally, one week after the end of the treatment, both of the groups took a cloze test as a posttest and their results were compared to determine whether dictogloss was effective for the intermediate EFL learners’ vocabulary learning. T-test was used for the analysis of the data. The results of the study showed that, dictogliss had a significant positive effect on these learners’ vocabulary learning. It was argued that, dictogloss improved the students’ acquisition of the relevant words due to the fact that it encouraged the learners to focus on the meaning and form of the text and required them to employ appropriate vocabulary items to reconstruct it. This study may have certain pedagogical implications for EFL syllabus designers and teachers.
