聽寫為一項「由下而上」可促進聽力理解之解碼技巧，然而在以「由上而下」為主流的聽力教學研究中較少受到專注；其中，在課堂上較可行之聽寫填空，相較於整體聽寫更少被研究，在台灣的高中英文課堂研究中更是鮮少觸及。因此，本研究旨在探究聽寫填空對於台灣高中生英語聽力理解之成效，了解學生對於聽寫填空之看法。研究對象為兩班同等程度之高三生，一共64位，在五周內聆聽十部新聞短片。控制組在看完影片後僅按照一般聽力教學慣例回答聽力理解問題，而實驗組需先完成聽寫填空再回答相同的聽力理解問題。在研究工具上，本研究以雅思聽力作為前後測工具，確認兩組起點程度相同並評量聽力理解進步之情形。此外，實驗組的15位學生亦參與半結構式訪談，表達對於聽寫填空聽力教學之看法。

研究結果顯示，在前後測的成績比較上，進行聽寫填空的實驗組與控制組皆有顯著進步，然而兩組相較之下並無顯著差異。另一方面，聽寫填空組的學生普遍認為聽寫填空有益於聽力理解，少數則持負面觀點並提出教學建議。根據實驗結果，本研究指出聽寫填空若配合適當設計可增進英語聽力理解。此外，研究結果可供高中英語教師參考，以將聽寫填空有效納入課程之中。

Dictation, a useful bottom-up or decoding skill that enhances listening comprehension, has been relatively overlooked, compared to top-down processing skills for listening instruction. Partial dictation, a more plausible classroom alternative to full dictation, receives even less research focus, particularly in the context of high schools in Taiwan. This research thus aims to investigate the effect of partial dictation on EFL listening comprehension of local high school students and explore students’ perceptions toward such practice. Two 12th grade classes at the same proficiency level, with a total of 64 students, were chosen for the experiment. Both classes listened to ten short news clips over a period of five weeks. The control group did the conventional post-listening exercise, namely answering listening comprehension questions only, while the experimental group engaged in partial dictation prior to completing the same questions. The IELTS listening tests were administered as pre- and post-tests and analyzed to ensure both groups’ comparability at the starting point and measured their gains in listening comprehension. Fifteen students from the experimental group were also selected for semi-structured interviews on their perceptions of the treatment.

Results showed that both the partial dictation group and the listening-only group improved on their post-tests, yet the former did not outperform the latter. Furthermore, the participants of the experimental group generally considered partial dictation beneficial to their listening comprehension, while a few held negative views and proposed some useful suggestions for listening instruction. With such empirical evidence, the study suggests that partial dictation, if applied appropriately, could facilitate EFL listening comprehension. The findings may serve as a future reference for high school English teachers to effectively incorporate partial dictation into the curriculum.

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