An attempt to reinforce working memory for listening performance through Moodle-assisted repeated dictation practices

本研究首先探讨了英语学习者的“听写跨度”在多大程度上与听力成绩有关，听写跨度应该是在他们第一次听完之后的听写长度。进行两种调查，并对结果进行相关分析和多元回归分析。研究结果表明，听写广度与听力成绩之间存在显著的相关关系。540，用于第二次改进的调查。其次，研究了英语学习者的听力和听写水平与听写广度之间的相关性。结果表明，听写广度与其他两个因素存在一定的相关关系。研究结果表明，听写广度受学习者工作记忆的影响最大。此外，还进行了一项类型学调查，以找出听写练习中的错误。

This study first discusses to what extent"the dictation span"of English language learners, which is supposed to be measured by dictation length after their first listening, is involved in listening performance. Two kinds of surveys were conducted and the outcome was analyzed through correlation and multiple regression analysis. The results show that correlation of the dictation span of participants to their scores of the listening task is. 540 for the second improved survey. Next, the correlations were examined among English learners' listening-and dictation-proficiency and dictation span. The outcomes show the dictation span has a certain correlation with the other two factors. The results of the final survey, which focuses upon the cause-and-effect relationship among them show that the dictation span is influenced most strongly by working memory of learners. In addition, a typological survey to identify errors in dictation practice was also conducted.