Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
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Haiyan Miao
Haiyan MIAO is an associate professor of English at the School of Foreign Studies, Jiangxi Normal University. Her research interest is feedback in L2 learning and College English writing.
Abstract
This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language (EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of first-year Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation (i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.
About the author
Haiyan MIAO is an associate professor of English at the School of Foreign Studies, Jiangxi Normal University. Her research interest is feedback in L2 learning and College English writing.
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This questionnaire is to look further into how you perceive the reading-listening dictation in comparison with traditional dictation. For items 1-6, check corresponding numbers (Note that the numbers are from the smallest to the largest). For items 7-9, please try to provide detailed answers and descriptions. Thank you for your help!
1 = I totally disagree， 2 = I disagree， 3 = I somewhat disagree， 4 = Neutral， 5 = I somewhat agree，6 = I agree，7 = I totally agree
I find this dictation task interesting.
1 2 3 4 5 6 7
I like doing this dictation task.
1 2 3 4 5 6 7
This dictation task is difficult for me.
1 2 3 4 5 6 7
I have a lot of problems in understanding the first half of the story.
1 2 3 4 5 6 7
My difficulty with the first half of the story lies in new words and expressions.
1 2 3 4 5 6 7
I find it easy to dictate the ending of the story following the completion of the first half.
1 2 3 4 5 6 7
What strategies have you used in order to better comprehend the first half of the story in task completion? Please specify.
Are the above strategies helpful to the dictation of the ending of the story? If they are, in what ways?
Do you think the reading-listening integrated dictation benefits English learning? If you do, in what ways?
Thank you for the cooperation！
© 2021 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- The Xu-Based Approach to Second Language Learning
- From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
- L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
- Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
- An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
- Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
- Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
- The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
- A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
- Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
- Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- The Xu-Based Approach to Second Language Learning
- From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
- L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
- Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
- An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
- Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
- Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
- The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
- A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
- Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
- Abstracts
- Chinese Abstracts
