Peer-reviewed research
The Effect of Frequent Dictation on the Listening Comprehension Ability of Elementary EFL Learners
G. Reza Kiany and Ebrahim Shiramiry, TESL Canada Journal, 2002 · DOI 10.18806/tesl.v20i1.938
Read the originalRead on October 17, 2026
- What it is
- A controlled study of elementary EFL learners at a language institute in Tehran, Iran. One group had dictation 11 times in a 20-session term on top of the textbook listening exercises; the control group had only the exercises.
- How much weight it carries
- Peer-reviewed. One institute, one term and two groups of about 30, so the result is a single small study. The abstract reports significance but not effect sizes.
Facts taken from this source
- In the 2002 Tehran study, the experimental group was given dictation 11 times during the term, in addition to the textbook listening exercises.
“The experimental group, in addition to the listening exercises in the textbook, were given dictation 11 times during the term.” (Abstract)
- In a 2002 controlled study of elementary EFL learners in Tehran, the group given frequent dictation made significantly larger listening gains than the control group.
“The results showed that dictation had a significant effect on the listening comprehension ability of the participants in the experimental group.” (Abstract)
- The term in the 2002 Tehran study consisted of 20 sessions.
“For one term, consisting of 20 sessions” (Abstract)