The present study analyzed the effects of
completing a dictogloss task on the development of English grammar
(3rd person singular -s and articles) in a foreign
language primary school context. Fifty 11–12 year-old elementary EFL
Spanish learners worked on a dictogloss task individually, and in
teacher-assigned dyads and small groups. Their grammar gains were
measured by means of a pre- and post-dictogloss grammaticality
judgment test. The analysis of the children’s languaging showed that
the task encouraged learners in pairs and groups to equally focus on
form, although not only on the target features, which did not
improve. There was, however, a slight advantage of pairs over small
groups and individuals. A number of research implications, drawn
from these results, are discussed.
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This list is based on CrossRef data as of 10 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.