Assessing the Efficacy of Dictation Exercises to Improve SLA Listening in Japan

Abstract

Although dictation is seen as being a useful exercise for assessment and progress in language learning, there has been little research into the use of spaced dictation. The focus of this research was assessing the effect of limiting cognitive burden with spaced dictation exercises as classroom activities. Participants attended preand post-tests to evaluate gains in listening ability from a four-week intervention activity of spaced dictation exercises. Results were measured by using the number of content words, function words, and affective state of participants at the beginning and end of the intervention. The results demonstrated that spaced dictation was efficacious for improving listening ability, motivation, and participant feeling of achievement. The authors concluded that spaced dictation was effective in increasing student ability to decode and identify linguistic features due to the decrease of cognitive burden, which allowed greater processing of aural input. Contrary to the perception of dictation activities as a grueling task for learners, a large majority of participants reported being greatly satisfied with the tasks that were conducted. These findings aid educators and researchers interested in the efficacy and results of dictation exercises in second language acquisition (SLA).