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This book investigates the impact of the dictogloss technique on improving writing mechanics among tenth-grade Libyan students in Malaysia. It provides a comprehensive analysis of how collaborative reconstruction of texts through dictogloss can enhance learners' grammatical accuracy, punctuation, spelling, and sentence structure. The study offers empirical evidence and practical strategies for language educators seeking effective ways to reduce writing errors. With detailed findings from a quasi-experimental design and classroom-based interventions, this book contributes valuable insights to the field of English language teaching and second language acquisition.