The impact of dictation practice on Turkish as a foreign language learners writing skills

Abstract

The purpose of this study is to learn about the impact of dictation practice on B1 level Turkish as a foreign language learners’ writing skills. In this study, a pretest-posttest quasi-experimental design with control group was used. The study was carried out with 24 B1 level students enrolled in Gaziantep University Turkish and Foreign Languages Research and Application Center (TOMER). Both experimental and control groups consisted of 12 students. The data were analyzed by using both content analysis and descriptive statistics (frequency distribution).The results of the study revealed that students in experimental group made statistically significant gains in terms of word count (25%), vowel spelling mistakes (32%) and consonant spelling mistakes (44.5%). The results of the current study indicated that dictation practices have positive impacts on the ratios of students’ perceived word counts and their phonemic perceptions. In the light of these results, some practical recommendations and suggestions to improve TFL learners’ listening and writing skills were presented. Key words: Dictation, Teaching Turkish as a Foreign Language, writing skill.