RLA BUDDHINI NILMANTHI (GENERAL SIR JOHN KOTELAWALA DEFENCE UNIVERSITY)

IMPACT OF DICTOGLOSS IN INTRODUCING ACADEMIC VOCABULARY TO LEARNERS OF ENGLISH AT UNIVERSITY LEVEL. : METHODOLOGIES AND TEACHING APPROACHES

Mastering vocabulary, a crucial building block of English, often poses a significant hurdle for EFL learners. Identifying the most effective vocabulary teaching methods has thus become a longstanding point of contention among educators and researchers. This dissertation investigates the efficacy of the dictogloss technique in enhancing the acquisition and retention of academic vocabulary among university students learning English as a foreign language (EFL). Focused on 2nd and 3rd-year TESOL undergraduates at General Sir John Kotelawala Defence University, this study aims to address the research question: "To what extent does the dictogloss technique impact in helping university students who are learning English as a foreign language acquire and retain academic vocabulary?" To establish a baseline, participants underwent a pretest utilizing the APTIS test to measure their proficiency in English. Subsequently, participants engaged in both dictogloss and cloze text techniques, followed by a posttest to assess the effectiveness of these approaches. The rationale behind selecting TESOL undergraduates as participants was motivated by the scarcity of research addressing the impact of dictogloss in introducing academic vocabulary within the Sri Lankan ELT context. The instruments employed in this study included the APTIS test for proficiency assessment, pretests and posttests to measure vocabulary acquisition, and the dictogloss and cloze text techniques as pedagogical interventions. The study employed a comparative methodology, utilizing statistical analyses and multiple tables to present the data. The final results indicate a significant positive effect of the dictogloss method on both receptive and productive vocabulary aspects when compared to both the Cloze Text group and a control group. The observed improvement in post-test scores for the dictogloss group suggests that this technique can be a valuable tool in enhancing EFL students' academic vocabulary acquisition and retention at the university level. The statistically significant distinctions between the dictogloss group and the other groups further underscore the potential benefits of this technique.

I am currently pursuing a bachelors degree in Teaching English to the Speakers of Other Languages (TESOL). My passion lies in revolutionizing education through innovative teaching methods and cutting - edge pedagogies. I am committed to inspiring and empowering students by adopting a dynamic approach to language instruction, with a focus on instilling a love for learning and encouraging cultural exchange.