Improving Students' Writing Products Using Dictogloss Technique: A Quasi-Experimental Study

Abstract Writing effectively in a foreign language is widely regarded as one of the most demanding aspects of English language education. Libyan tenth-grade students struggle with writing, especially in terms of coherence, cohesion, and mechanics. This study aimed to explore how the dictogloss technique could support improvements in writing among Libyan students at the secondary level. A total of 43 students, drawn from five Libyan secondary schools in Malaysia, took part in the study. They were assigned to two groups: 21 in the experimental group, which received dictogloss-based instruction, and 22 in the control group, which continued with conventional Grammar Translation Method lessons. The research used a quantitative quasi-experimental design with pre- and post-testing. All students completed a writing task before and after the intervention. The experimental group participated in eight sessions using the dictogloss method, which combined listening and collaborative text reconstruction. The post-test results showed that the experimental group made greater progress than the control group. Statistical analysis using SPSS revealed a significant difference between the two groups' post-test scores. These findings suggest that the dictogloss technique may effectively improve writing performance in EFL settings by fostering collaboration and deeper language engagement.