The Effects of Dictation Allowing Mother Tongue on the Listening Comprehension of Korean High School EFL Learners

Abstract

This study investigates the potential benefits of using Korean learners' mother tongue (MT) in EFL listening class, especially during dictation practice. The present study looked into the relationship between two dictation methods, DAMT (Dictation Allowing Mother Tongue) and DEMT (Dictation Excluding Mother Tongue), and learners language proficiency as well as learner attitudes towards these dictation methods. A total of 124 third-year Korean high school students participated in the study. Based on the result of the pre-test, the subjects were randomly assigned to group DAMT and group DEMT, with each group further divided again by level of English proficiency, high and low. During seven-week experimental period, two different types of dictation practice were conducted. After the experimental period was over, students took a post-test. A survey on learner attitude towards the dictation methods was also conducted after post- test. The results of this study showed that there was no significant difference in the effects of the two dictation methods on students listening ability. However, it turned out that the two dictation methods affected students differently according to their proficiency levels. More specifically, DEMT was more effective for higher-level students while DAMT was more effective for lower-level students, and the effects of dictation methods, overall, were greater for lower-level students than higher-level students. In survey results, the lower-level group in DAMT and the higher-level group in DEMT showed a more positive attitude towards their dictation methods. Especially, lower-level students from DAMT felt much more comfortable and confident when permitted to use Korean alphabet in English dictation. The findings of this study suggest following pedagogical implications. Across language proficiency, dictation practice is useful for developing Korean high schools students listening ability. Especially using students mother tongue in English dictation can have a positive effect for those who have lower proficiency level. Therefore, the complete exclusion of L1 in L2 learning should be reconsidered and the introduction of L1 should be reviewed from more diverse perspective among teachers and learners themselves.