The Efficacy of Oral Dictogloss Tasks on Vocabulary among Libyan Students

Khaled Ali. M. Alikurtehe,Mohan Rathakrishnan,Hariharan A/L N. Krishnasamy

In Libya, mastering vocabulary has been acknowledged as one of the key factors for EFL students to improve their English language. In addition, many Libyan students face challenges while communicating by English language that hinder intelligibility. Besides that, EFL Libyan students need to be intelligible to cater the basic requirements to become suitable employees in various places such as schools, universities, or tourism companies. Therefore, investigating the teaching channels that are presented in Libyan context could be very necessary. Hence, the objective of this study is to identify the efficacy of oral dictogloss on productive vocabulary knowledge among the L1 Libyan students in combining communicative techniques with their daily language activities. Furthermore, the oral dictogloss task (ODT) is the main teaching method that would improve productive vocabulary knowledge among EFL Libyan students. In order to accomplish this study we have used 40 Libyan students involved to examine the effect of ODT on vocabulary development in Middle East zone. The Experimental instruments were used in this study including a survey on students’ background information, reading input passages, treatment tasks and data collection including vocabulary pre-test and two post-tests. The second post-test is implemented for retention. This retention attempts to confirm the productive aspect as well as validity of teaching method used. Regression analysis has been run to examine students’ vocabulary retention over a period of time for different task roles and task types including task type effect, time effect, and task role effect. From the analysis, oral dictogloss shows that there is a slightly difference among students in letter-based scoring and vocabulary knowledge. The findings show that, at the productive stage of oral dictogloss, Libyan students have shown a significant achievement and good amount of vocabulary knowledge after applying oral dictogloss to communicate inside the classroom and in their daily life.

Volume 11 | 08-Special Issue

Pages: 195-208