Students Perceptions in Dictogloss-Based Grammar Activity: A Post-Activity Survey of 10th Grade Students

Abstract

This study investigates the perceptions of 10th-grade students concerning the usefulness of Dictogloss-based grammatical activity applied in an English language classroom at The Eagle Cadet School, Faisalabad, Pakistan. Based on the Task-Based Language teaching paradigm, the study used a descriptive survey approach that was post-exposure to assess how students reacted to the instructional methods. A total of 50 students engaged in the structured Dictogloss session followed by a closed-ended Likert-scale questionnaire that was adapted from reliable sources. Most students felt that Dictogloss activity was overall good after evaluating the responses from Descriptive statistical analysis. Significant outcomes revealed that learners found the Dictogloss technique more helpful for enhancing sentence structure, grammar comprehension and motivation in utilizing English. In Addition, the activity was considered to be pleasurable, appropriate to the requirements of the students and ideal for learning grammar in future. The study fills a major gap in the literature by concentrating on students` perspectives especially in South Asian EFL setting, where there is a scarcity of such studies. The results validate the Dictogloss`s pedagogical worth as a student-centered and collaborative method of teaching grammar. Suggestions are made for future study to investigate mixed-methods and longitudinal designs to gain better knowledge of situational implementation.