The effect of the use of dictogloss technique on the acquisition of passive voice

English, which is used as a lingua franca, has become a necessity to gain a seat various fields of business including both private and public sectors. Thus, the studies in English language teaching have gained popularity and increased noticeably. These studies, majority of which have been conducted on EFL learners, investigate different aspects of language teaching. Based on the extensive studies previously conducted in the field, this study investigated the effects of dictogloss technique on teaching passivity. Passive voice is one of the language structures that is expected to cause difficulties for Turkish EFL learners due to the syntactic differences between their native language and foreign language. This study investigated the difference between the effects of dictogloss task and classical language teaching method on the acquisition of passivity. Moreover, the effects of collaboration during dictogloss task acquisition were examined. The participants were grouped into a control group instructed with classical teaching method and two experimental groups that worked individually and collaboratively during dictogloss tasks. The participants were 59 high school students. A quasi-experimental pre-test post-test research design was used for this research. According to the results of the analysis, the control group outperformed the experimental groups in the comprehension test. However, a statistically significant difference among the groups was not found in the production test. Furthermore, there was not a significant difference between the experimental groups. In conclusion, it was found out that dictogloss tasks did not have a facilitative effect on learning passive voice in English. In the meantime, it was revealed that there was not a significant difference between individual and collaborative work during the reconstruction task.