Task Based Dictation (TBD): A Means of Improving the Language Proficiency of College Students

Bethany Marie Lumabi

doi:10.47631/mejress.v1i2.67

Abstract

Purpose: This study investigates the improvement in the language proficiency of selected college students using the Task-Based Dictation in an ESL (English as a Second Language) classroom. Approach/Methodology/Design: The results of the tests scores are statistically analyzed using the measurement of central tendency. The mean is used to determine the total scores of the students in listening, writing, reading and speaking during the pre-test, TBD training, and post-test dictation. Then, each mean score is presented and interpreted using an adopted quantitative description, while the students’ outputs, the teachers’ observations during the conduct of the tests, and the informal interview and survey with college teachers validate the test results. Findings: Evidently, the scores of the college students in all the skills (listening, writing, reading, and speaking) have increased from novice in the pre-test to competent in the Task-based dictation (TBD) and post-test. Moreover, the teachers’ observations show that TBD provides opportunities for student-entered learning such as small group discussions/collaborations, peer feedback, systematic writing, critical analysis, and problem solving. Practical Implications: Through TBD, periodicals help college students develop their listening and writing skills, raise awareness on problematic language areas, and avoid biases in analyzing texts. Originality/value: Indeed, despite its limitations, this study answered the reservations of dictation in improving the English language proficiency of college students by increasing their competencies of their macro skills (reading, writing, listening and speaking).

Highlights

In the history of Philippine education, English language proficiency has been a major challenge among students and teachers
The interpretations and conclusions from the findings depend on the average scores of the tests conducted in the classroom, while the students’ outputs, the teachers’ observations during the conduct of the tests, and the informal interview and survey with college teachers validated the test results
The scores were tallied one by one upon descriptive statistics using ordinal scale. This scale was used in measurement when numbers reflected the rank order of the individuals arranged from the highest to the lowest or vice versa

Summary

Introduction

In the history of Philippine education, English language proficiency has been a major challenge among students and teachers. Filipino learners have been exposed and have been taught about English since pre-school to college, yet until now school authorities are still exploring and studying programs to improve language proficiency and competence of the students. Language proficiency and academic achievement are interrelated. Both comprise a range of different skills that students have to acquire. Filipino English teachers are still ambitious and positive on moulding their learners to become language proficient because “those competent in all language skills should be able to carry on their studies more successfully” (Rivera, 1984). The question of proficiency on “how much” and “what kind” deserves a careful consideration

Methods

Results

Conclusion