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DisKURSO_IMJR-Journal-TemplateThe Effectiveness of Dictogloss Strategy in Improving the Writing Skills of First-Year English Students
Author: Hanna Lee C. Baylin, Mara Ivana N. Nacional, Angelica Mae A. Tagapulot, Krisha Angela A. Omayao, Mark R. Nambatac
Country: Philippines
Volume & Issue: Volume 1, Issue 2, October 2026 - December 2026
Page No.: 108-113
DOI.: https://doi.org/10.63941/DisKURSO.2026.1.2.10
Publication Date: October 15, 2026
Abstract:
This study assessed the effectiveness of the Dictogloss strategy in improving the writing skills of first-year English students. A quantitative experimental design, specifically a one-group pretest-posttest design, was employed involving 38 first-year students of the Bachelor of Secondary Education Major in English, Section 1C, at Tagoloan Community College during the academic year 2025-2026, selected through purposive sampling. Students’ baseline writing skills were measured through a pretest, followed by three intervention sessions using the Dictogloss strategy. Afterward, a posttest was conducted to reassess their writing performance. Data were analyzed using mean, standard deviation, percentage, and paired t-test. Results revealed a significant improvement in students’ overall writing skills (p = 0.001). While the students’ writing mechanics remained consistently strong, content development improved from a mean of 1.95 to 3.00, indicating a moderate enhancement in organizing and elaboration of ideas. These results indicate that the Dictogloss strategy effectively strengthens writing mechanics and supports content development, though higher-order skills may require additional focus.
Keywords:
Dictogloss strategy; writing mechanics; content development; collaborative learning