Dictogloss: técnica para mejorar la producción oral de la tercera persona del singular en el nivel inicial del Plan Global (PG) de inglés de la FES Acatlán, UNAM

Beatriz Jiménez-López

doi:10.22201/fesa.26832917e.2025.7.1.458

Authors

Beatriz Jiménez-López National Autonomous University of Mexico. Facultad de Estudios Superiores Acatlán (MX) https://orcid.org/0000-0003-1369-2061

DOI:

https://doi.org/10.22201/fesa.26832917e.2025.7.1.458

Keywords:

Dictogloss, instruction, third person singular, oral production

Abstract

Dictogloss aims primarily to improve the knowledge and use of a foreign language by integrating a focus on form through meaning. This quantitative study employed an experimental design with experimental and control groups to analyze the influence of this technique on the oral production of the third person singular in students of Plan Global 1 (PG1) at the Language Teaching Center (CEI), FES Acatlán, UNAM. The sample consisted of 98 students distributed in intact groups, with no modification in its original composition. Data collection was based on oral recordings, which were analyzed comparatively using a pre-test/post-test design. Performance was evaluated by classifying oral productions into a) verbs correctly conjugated with the inflection (-s, -es, -ies), b) omission of the inflection, and c) incorrect use of the inflection. Statistical analysis was conducted using a repeated measures ANOVA within a mixed factorial design, considering a between-subjects factor (experimental vs. control group) and a within-subjects factor (pre-test vs. post-test). The results indicate that 89.17% of the participants improved in their oral use of the third person singular, while the remaining 10.83% showed variations attributable, among other factors, to differences in individual cognitive resources.

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Author Biography

Beatriz Jiménez-López, National Autonomous University of Mexico. Facultad de Estudios Superiores Acatlán

She has a Bachelor’s Degree in Enseñanza de Inglés by Facultad de Estudios Superiores Acatlán of Universidad Nacional Autónoma de México (UNAM); teacher and PHD in Education. In 2015 and 2017 she worked as an English teacher trainer for the Bachelor's Degree in Enseñanza de Inglés, teaching phonetics, phonology, and applied linguistics, as well as developing teaching materials, syllabus, and academic assessments. She has participated in research projects and the production of educational materials, in addition to publishing articles in the field of applied linguistics, supervising thesis, and serving as a referee for professional examinations. She has served on a jury for competitive examinations and collaborated with councils, such as Comisión Dictaminadora de la Facultad de Estudios Superiores Zaragoza and Consejo Asesor interno at Facultad de Estudios Superiores Acatlán.

She is currently a member of Consejo Técnico and Comisión Especial de Lenguas at UNAM, and collaborates on projects related to hybrid learning, accessibility for people with visual impairments, and interculturality in language teaching at Centro de Enseñanza de Idiomas in FES Acatlán.

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