This article describes dictogloss, an integrated sldUs technique for language learning in which students work together to create areconstructed version of a text read to them by their teacher. The article begin, by explaining the basic dictogloss technique, contrasting itwith traditional dictation, and citing research related to the use of dictogloss in second language instruction. Next, five stages of dictoglossare described. Then, in the key section of the article, some benefits of dictogloss are discussed, which helps teachers to better understandhow dictogloss works and to use dictogloss more effectively. Finally, problems associated with using dictogloss in college English teachingare discussed and suggestions for teachers are put forward.