Why Dictogloss Deserves a Place in Every ESL Classroom

ESL-Wise: Blog 10

Why Dictogloss Deserves a Place in Every ESL Classroom

By Alan David Pritchard

There are listening tasks. There are grammar tasks. And then there’s dictogloss: a simple activity that combines both while also building fluency, teamwork, and learner autonomy.

It isn’t flashy, and it doesn’t need any technology. I never used to use it much because I thought it took up too much time, but now it is a regular activity in my lessons. Why? Because it works and it covers all four domains neatly.

For secondary-level ESL and EAL learners, it might be one of the most underused techniques we have.

What Is Dictogloss?

Dictogloss is a text-reconstruction task with a twist. I read a short, carefully chosen passage twice. Students listen, jot down key words, and then work together to rebuild the text as accurately as possible.

This is not dictation. The goal isn’t to copy every word; rather, it’s to reconstruct meaning and structure from memory and notes. That struggle to recall, reorganize, and reformulate is where the real learning happens. And what I have found interesting is watching some students recall some parts while others recall different aspects and they then have to communicate meaningfully to put all then pieces together.

Anything that encourages meaningful interaction is always welcome in my lessons.

Why dictogloss matters in the classroom

Dictogloss looks straightforward, but it does a lot of work for us:

1. Raises syntactic awareness

   Students attend to word order, verb tense, articles and prepositions in context.

   
   

2. Sharpens listening skills

   They listen not just for the main idea but for how ideas are linked.

   
   

3. Promotes collaboration

   In pairs or small groups they negotiate wording, paraphrase and solve language problems together.

   
   

4. Builds academic language naturally

   Rather than lecturing on form, learners experience and reconstruct authentic academic English.

   
   

Crafting an effective dictogloss

Aim for passages that are:

• Short: about 50–100 words

• Relevant: tied to your current topic (for example, environmental issues or a biography)

• Focused: highlighting one or two target features (passives, modals, sequencing, etc.)

  
  

Example (B1, science theme):

Plastic takes hundreds of years to decompose.When it ends up in the ocean, marine animals may eat it.They often mistake plastic for food, which can be fatal. Reducing plastic use is one way to help solve this problem.

This text has passive forms, time markers and cause-and-effect language and is ideal for reconstruction.

Here is an example of how I differentiated a dictogloss activity. The class was divided into 5 groups and one person from each group had a different sentence to read to the others. (See below: Peer Dictogloss.) They then wrote their sentences on the board and we used them to scaffold inference writing using a different stimulus image.

How to run a dictogloss

1. Explain the process

   Tell them how dictogloss works.

   
   

2. First reading: listen only

   Read a short passage naturally; students just absorb the gist.

   
   

3. Second reading: note-taking

   Students jot key words and phrases. Not every word, just enough to reconstruct.

   
   

4. Pair or group reconstruction

   They then rebuild the passage in full sentences, focusing on accuracy rather than speed.

   
   

5. Compare and reflect

   Display the original and discuss differences.

   
   

   Ask questions like:

   • What altered the meaning?

   • Which verb tense did you miss?

   • Was any article or preposition tricky?

     
     

That reflection is where the real learning happens.

Variations and extensions

• Focus on form: have students underline all passive verbs or time markers.

• Peer dictogloss: one student reads while classmates reconstruct.

• Creative twist: ask learners to rewrite the passage in a different tense or viewpoint.

• Scaffolded version: supply a word bank or sentence starters for lower levels.

• Lesson Objectives: Use your lesson objective (see below) as a text for dictogloss.

Here is an example of a lesson objective I used as a dictogloss text last year.

Final thought

Dictogloss asks students to listen closely, think about structure and then produce with care. It brings together listening and writing, attention to grammar and meaningful use of language in one simple task. If you want depth without noise and clear outcomes without worksheets, give dictogloss a try.

If you would like to listen to a podcast about dictogloss on my Terrific Teaching Techniques page, click here.

Please feel free to share your thoughts on this topic in the comments section below.

I’d love to hear from you.

Further Reading

• ELTABB Journal – “Teaching English and the Charm of the Dictogloss”https://eltabbjournal.com/teaching-english-using-dictogloss

• AllRight Blog – “Enhancing ESL Listening Skills Through Dictogloss Technique”https://allright.com/en/blog/teacher_blog_en/enhancing-esl-listening-skills-through-dictogloss-technique

• The Bell Foundation – “Great Idea: Dictogloss”https://www.bell-foundation.org.uk/resources/great-ideas/dictogloss

• Linguahouse Blog – “Dictogloss: an activity that delivers on every front!”https://www.linguahouse.com/blog/post/dictogloss-an-activity-that-delivers-on-every-front

Right Fast is my teacher-designed, classroom-tested game series that helps learners build academic language through fast-paced retrieval and timed oral rehearsal. Perfect for ages 14+

 Click the image or explore all 10 categories and 100 sets HERE.