Dictogloss-based instruction and conjunction use in Palestinian tenth-grade EFL learners.

Introduction: The study aimed to examine differences in tenth-grade students' performance in the use of conjunctions between Dictogloss-based instruction and traditional instruction after controlling for pre-test performance, to examine the association of Matching familiar figures test (MFFT) response latency and error rate with post-test performance, and to explore their moderating role in the relationship between instructional method and post-test performance. Methods: Sixty Palestinian tenth-grade EFL students from two intact classes participated. One class received 45 Dictogloss sessions over 9 weeks, while the other received traditional instruction for the same duration. Performance was measured using a 20-item multiple-choice test covering coordinating, subordinating, and correlative conjunctions. ANCOVA-equivalent linear models adjusted for pre-test scores and included Pre × Method terms, HC3 robust standard errors, and Holm correction. Results: Supplementary analyses showed significant pre-to-post gains in the Dictogloss class but not in the traditional class; however, these within-group gains were interpreted descriptively. Primary analyses showed no significant adjusted Dictogloss-traditional differences after Holm correction, although significant Pre × Method interactions for coordinating, correlative, and total scores indicated variation according to pre-test performance. MFFT response latency and error rate showed no significant joint association with post-test performance and no significant moderation after Holm correction. Discussion: Overall, the findings support Dictogloss as a potentially useful structured approach for conjunction practice but do not establish its overall superiority to traditional instruction or a reliable moderating effect of MFFT performance.