The Effect of Frequent Dictation on the Listening Comprehension Ability of Elementary EFL Learners
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated the effects of frequent dictation on the listening comprehension (LC) ability of elementary EFL learners. Two homogeneous groups of elementary EFL learners at the Kish Language Institute in Tehran, Iran were chosen. Each group consisted of30 male elementary EFL students, 20 to 35 years of age. All the participants had had the same amount of exposure to listening materials before the experiment, and all had studied English for three terms (each term consisting of 20 sessions of 100 minutes each) at the Kish Language Institute. One of the groups was chosen as the experimental group, and the other as the control group. For one term, consisting of 20 sessions, the students in the control group were given the listening exercises in their textbook, Headway Elementary (Soars & Soars, 1993). The experimental group, in addition to the listening exercises in the textbook, were given dictation 11 times during the term. At the end of the term the Le ability of both groups was posttested by a battery of 40-item NCTE Elementary Listening Tests (National Council of Teachers of English, 1972)/ which was also used as the listening pretest. The results showed that dictation had a significant effect on the listening comprehension ability of the participants in the experimental group. The mean gain scores of the experimental group were significantly higher than those of the control group.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it