The Effect of Implementing the Dictogloss Strategy on Enhancing Iranian EFL learners' Self-regulation in Writing Proficiency

Dictogloss can be considered a way to integrate form and meaning in the learning context. However, few studies have determined the effect of Dictogloss strategy on enhancing Iranian EFL learners' self-regulation in writing proficiency. The main goal of this study was to investigate the impact of Dictogloss strategy on learners self-regulatory of writing by using an experimental quantitative, research. For this aim, ۴۰ male and female EFL learners were selected through cluster random sampling by applying a Preliminary English Test (PET). Then, they were divided into groups with the same homogeneity. The learners' first language was Turkish azarbaijani, and their writing proficiency level were intermediate. Age of the learners ranged from ۱۲ to ۲۰ years old. Before employment the treatment, the participants participated in the pretest to elaborate their writing skills and self-regulation. After ۱۵ sessions, they participated in the post-tests. The data analysis was done through independent sample t-test. The findings revealed that both groups in the post-tests of writing proficiency and self-regulation had higher scores than the pre-tests. In conclusion, it could be stated dictogloss can be effective technique that can promote Iranian EFL learners' writing skill and self-regulation. The outcomes of the study would be important for EFL/ESL teachers, English language organizations, and educators.

کلیدواژه ها:

Dictogloss ، Writing proficiency ، Self-regulation