INTEGRATING PODCASTS TO IMPROVE WRITING SKILLS OF UNDERGRADUATE STUDENTS IN ELT CLASSROOM

Abstract

Writing skills are declared to be the most complex as well as neglected among other English language skills (Alsamadani, 2022). The focus of current study is to investigate the effectiveness of an innovative teaching technique i.e dictogloss to teach writing skills to ESL students. The nature of this study is quantitative. To fulfill the objectives of the study and investigate the impact of dictogoss on students’ writing skills a quasi-experimental study was designed. Pre-tests and post- test of both the experimental and control groups were conducted and analyzed by conducting t-test. Data related to students’ perceptions and attitudes towards learning writing skills through dictogloss was collected by using a closed ended questionnaire. The data was analyzed statistically.  The correlation between understanding the steps of dictogloss and students’ ability to use new vocabulary items in their written work was found using pearson correlation through SPSS software. The results depicted that dictogloss is an effective teaching strategy to teach writing skills to the students. Moreover, the students found it easy, engaging, useful and showed their likelihood to continue learning through dictogloss. This research will be beneficial for ESL students, as well as teachers. Further, it will enlighten teacher trainers as well as educational administers to organize teacher training session in order to equip ELT teachers to use innovative, interactive and integrated ELT teaching techniques such as dictogloss in class. This study strongly recommends the use of dictigloss in ELT class because it integrates and enhances all four-language skill of the students.