The current study aims to identify the efficiency of dictogloss technique in teaching writing skills of fifth Year Students of Preparatory Stage. For the purpose of verifying the study, the null hypothesis was developed which states There are no differences of statistical significance at the level of (0,05) among the mean of scores of experimental group who study according to dictogloss technique and the mean of the scores of control group who study according to regular method. Experimental approach is used through designing two equivalent experimental groups of (30) students that studied according to dictogloss technique, and a control group of (31) students studied according to the regular method during the second course (2019-2020) for 8 weeks, three classes per week for each group using Google Classroom Platform.
The present study used the Google-Classroom (GC) platform as an educational platform-to help students in their learning-process.
After verifying the experts, the writing skills test has been applied. The results show that there are differences-of statistical significance at-level (0,05) among the mean of scores of experimental and-control groups in writing-skills and in favour for the experimental group. These differences are attributed to use dictogloss technique in teaching the experimental group.
Key words: Effect; Dictogloss Technique; EFL Preparatory Students; Performance; Writing Skill.
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