AbstractTraditional recite-dictation stresses diligence. It cannot allow the teacher to assess whether or not the student understands the theme and content of the text. "Dictation by thematic-reciting", on the other hand, is an assessment tool which aims to : (1) encourage the student to understand the theme, content and style of a text before memorizing and reciting; and (2) to assess, while the student is recite-dictating, the degree of understanding of the theme, content and style of the text. The subjects of this study are Form 4 students in three local secondary schools. One of the three schools is a Band 1 school, one is Band 3, and one is Band 5. In each of these three schools, one Form 4 class (40 students) is selected to participate in the study. The aim of the present study is to: (1) assess the extent to which high, average, and low ability students understand the text when they are recite-dictating in the traditional style, and (2) to investigate the relationship between "dictation by thematic-reciting" and reading comprehension ability. Results suggested that "dictation by thematic-reciting" can serve not only the purpose of traditional recite-dictation, but can also reflect the extent to which students understand the theme and content of the text (p-value < 0.05).
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