Dictogloss for Teaching English in an Integrated Framework of Skills (Listening, Speaking, Reading, and Writing) and Language

The aim of this chapter or study is to outline the principles of the pedagogical technique called dictogloss, and to share the author's results from an experimental lesson using this method. While English Language Teaching (ELT) often focuses on established teaching approaches like Presentation, Production, and Practice (PPP) or Test-Teach-Test (TTT), many EFL professionals do not often experiment with less common methods such as Dictogloss, Silent Way, or Task-Based Language Teaching (TBLT). While an eclectic approach to teaching English can help achieve lesson goals better, having a more in-depth understanding of specific approaches and techniques can improve teachers' professional skills. Dictogloss is one such approach that can integrate all skills and different linguistic items in planning and delivering ELT lessons. In fact, dictogloss is a constructive learning method that blends language skills such as listening, speaking, reading, and writing and language systems enabling students listen to variety of topics, take notes, interact, collaborate, draft, re-draft and present their work, and the method enhances learners’ experiential learning through an optimum classroom engagement. The writer’s/ the teacher’s experiment with the approach of dictogloss and reflections are summarized in this chapter. This chapter, therefore, condenses the author's experience of using dictogloss in English Language Teaching and Learning (ELTL), a brief review of relevant literature, the objectives of the experimental lesson, findings and analysis, recommendations, and conclusion. Overall, this qualitative study on the experimental dictogloss lesson and its reflections conclude at a positive note and provides ELT professionals, researchers, and readers with valuable insights into this method of dictogloss.