Using Dictogloss to Teach Integrated Skills to English-majored Adults in EFL Class in Hanoi

Realizing the imbalance of teaching and learning four English macro skills including listening, speaking, reading and writing in Vietnam’s schools which may cause many challenges for students when studying at university with communicative approach, the researcher has conducted an action research to find an effective technique to teach integrated skills and raise students’ awareness of this issue. Accordingly, this qualitative research has reported the impact of using dictogloss as a technique to teach integrated skills for English-majored freshman in University of Languages and International University. The researcher has used three instruments including pre and post questionnaire, teacher’s reflective journal and interview to triangulate the data and analyse the impact of dictogloss on integrated skills and students’ perception toward the techniques during eight weeks. The results revealed a practical effectiveness of dictogloss on combining speaking, listening, reading and writing skills. Besides, when studying further the interest and difficulties of students through six steps of each lesson, the researcher has figured out potential implications for using the technique in a wider population in order to engage students and improve the quality of a communicative English lesson. In addition, the researcher believes this research will bring teachers an inside understanding of applying dictogloss in English classroom and its effectiveness. Moreover, the experience after conducting the research also suggested many variables for further studies.