EXAMPLE OF MINI RESEARCH PROPOSAL FOR TBI OR ENGLISH EDU DEPT STUDENTS
RESEARCH PROPOSAL
THE USE OF DICTOGLOSS IN IMPROVING STUDENTS’ LISTENING AND WRITING SKILLS
I. INTRODUCTION
A. Background of the Study
Listening and writing are two essential skills in English language learning, yet many students continue to face challenges in comprehending spoken texts and expressing ideas coherently in written form. Limited vocabulary, low concentration during listening, and insufficient awareness of text organization frequently hinder learners’ performance in both skills (Brown, 2004). Dictogloss, introduced by Wajnryb (1990), is a pedagogical technique that integrates listening and writing through note-taking, collaborative reconstruction, and grammar awareness activities. Previous studies have shown that dictogloss can improve language comprehension, vocabulary retention, and writing coherence (Jacobs & Small, 2003; Kowal & Swain, 1994).
Although dictogloss has been widely studied, several gaps in our understanding remain. First, many previous studies focus primarily on grammar improvement or general writing performance (Kowal & Swain, 1994), while fewer investigate its dual impact on both listening and writing skills simultaneously. Second, research in Asian EFL contexts often examines dictogloss in higher education settings (Hanafi, 2014), leaving limited evidence from secondary school learners whose linguistic and cognitive characteristics differ significantly. Third, little attention has been given to students’ perceptions of dictogloss as a skill-integration technique, despite evidence that learner attitudes influence task effectiveness and learning outcomes (Nunan, 2004). These gaps suggest the need for empirical research that examines the effectiveness of dictogloss in enhancing both listening and writing skills among secondary-level EFL students, and explores their responses to the technique.
The novelty of the present study lies in its integrated focus on listening and writing skills within a single instructional intervention. Unlike previous research that tends to isolate the effects of dictogloss on either listening or writing, this study investigates how the technique simultaneously enhances both receptive and productive skills. Additionally, the study incorporates learners’ perceptions, offering insight into the motivational and affective dimensions of using dictogloss in the classroom. This combination of skill integration and perceptual analysis provides a more comprehensive understanding of how dictogloss functions in real classroom contexts, particularly at the secondary school level—an area that has been underrepresented in previous studies.
Theoretically, this study contributes to the literature on integrated-skills instruction by demonstrating how dictogloss facilitates cognitive processes that connect listening input with written output. Through collaborative reconstruction, students engage in noticing, hypothesis testing, and metalinguistic reflection, which are core components of Swain’s (1995) Output Hypothesis. By demonstrating how dictogloss facilitates these processes across both listening and writing modes, the study provides empirical support for task-based learning theories and reinforces the argument for using collaborative reconstruction tasks to enhance multiple language skills simultaneously. The findings may also refine existing models of dictogloss by highlighting its role not only as a grammar-awareness task but as a comprehensive skill-integration tool in EFL contexts.
B. Research Questions
Does dictogloss improve students’ listening skills?
Does dictogloss improve students’ writing skills?
What are students’ perceptions of using dictogloss?
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