The Comparative Effect of Dicto-Gloss and Dicto-Phrase Tasks on Reflective and Impulsive learners speaking

This study investigated the effect of two different types of classroom tasks, namely dicto-gloss and dicto-phrase, on English as a Foreign Language (EFL) impulsive and reflective learners speaking achievement. For this purpose, 200 subject from subways staff in Tehran Metro Company, took a KET (Key English Test) first, for homogenization prior to the study. They also filled out the Eysenck s (1991) Impulsiveness Questionnaire (EIQ), which in turn categorized them into two subgroups within each learning modality setting, consisting of impulsive and reflective learners. There were four subgroups: 29 impulsive learners and 31 reflective learners undergoing the dicto-gloss task treatment, and 30 impulsive and 30 reflective experiencing the dicto-phrase task treatment. Another part of the speaking section of a KET was used as the posttest of this study, after that the researcher allocated 10 out of the 21 sessions of the course to the treatments in each experimental group. At the end of the instruction, the mean scores of all four groups on the posttest were computed and a two-way ANOVA was run to test. The result showed that the personality was not a significant variable in determining the difference between the learners while the instruction method could make a significant difference. That is, the results showed that the dicto-gloss was a stronger factor in improving the learners speaking ability.

Keywords:

Speaking. Dictogloss , Dicto-phrase , Impulsive learner , Reflective learner