The Impact of Dictogloss Strategy on Improving ‎Motivation towards Learning EFL Writing Skills ‎of Nigerian Secondary Stage Students

Abstract

This research aimed at investigating the impact of using dictogloss strategy to improve motivation towards learning EFL writing sub-skills of Nigerian secondary stage students. The research employed a quasi-experimental design to investigate the effectiveness of dictogloss strategy. One hundred and twenty (120) students were selected to participate in the research. Both experimental and control groups consisted of two intact classes of sixty (60) students each. The instrument titled “The motivation scale for writing skills” was designed by the researcher. The instrument was administered to determine the pretest and posttest performance of the two groups. The collected data were analyzed using a t-test for independent samples. Motivation towards learning EFL writing skills of the students has developed due to applying dictogloss strategy. Recommendation was made that the Ministry of Education should organize workshops and seminars to train its teachers to improve their methods, techniques, and strategies to improve motivation towards learning EFL writing skills to go inconformity with language learners’ needs. It was also recommended that curriculum planners should use dictogloss technique to prepare the secondary stage students curriculum. This ensures students’ exposure to the materials and activities for facilitating motivation towards learning writing skills performance through dictogloss in schools.