Young learners’ attitudes toward dictation-based listening practice: Evidence from a Vietnamese EFL context

Abstract

The integration of dictation-based listening has been acknowledged not only as a traditional language learning method but also as a contemporary focus in second language acquisition due to its potential for developing listening, vocabulary, and spelling skills. Although this instructional approach has demonstrated effectiveness, empirical research examining the perceptions of young learners towards dictation-based listening, particularly within the Southeast Asian context, remains limited. This paper addresses this gap by exploring the attitudes of Vietnamese EFL young learners at a private English school toward the use of dictation-based listening exercises. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire (n = 100) with qualitative information gathered through semi-structured interviews (n = 15). The attitudinal framework was developed using Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) and Ajzen’s (1991) Theory of Planned Behavior (TPB), focusing on cognitive, affective, and behavioral aspects of attitude. The findings indicate that the majority of learners held positive attitudes across all three dimensions. Cognitively, students recognized the value of dictation as a tool for improving vocabulary and listening skills. Affectively, they expressed enjoyment, despite experiencing slight anxiety when encountering unfamiliar words. Behaviorally, most students showed regular involvement and a desire to continue with dictation-based practice. The research provides empirical evidence supporting the use of dictation as a valid method in EFL curricula for young learners. It also emphasizes the importance of learner-based adjustments, such as modifying speech rate and using engaging content, to optimize the student experience. These results offer beneficial pedagogical implications for language teachers and administrators interested in incorporating effective listening instruction at introductory levels.