Dictogloss: A Motivational tool for Listening Comprehension among Secondary School Students in Kuta, Niger State

Abstract

This study investigates students’ perceptions on the impact of dictogloss technique as a motivational tool for listening comprehension in secondary school education in Kuta, Niger State. A descriptive survey design was adopted in this paper with a total population of 1,201 students. Through stratified sampling, a sample of sixty students (60) of Senior Secondary Students II was used for the study. A researcher-designed instrument was used: “A Thief in the Night” and administered to gather data from a sample population to describe existing opinions related to using dictogloss for listening comprehension. Analysis of the research questions were carried out with descriptive statistics of frequencies count, percentages, and mean and standard deviation. The findings indicated that dictogloss significantly enhanced students’ motivation in listening comprehension, leading to improved performance. Students perceived distogloss as a motivating, interactive and challenging activity that fostered a sense of accomplishment and boost their enthusiasm for language learning. The study recommends the potential of dictogloss to promote students’ motivation and listening comprehension skills, providing insights for language teachers and educators seeking innovative and effective pedagogical approaches.