Abstarct: Despite curriculum directives promoting communicative competence, Iraqi preparatory school students continue to face significant challenges in developing integrated language skills due to persistent grammar-translation practices. This quasi-experimental study investigated the effect of the Dictogloss technique on enhancing communicative competence among fifth-grade preparatory students in Saladin secondary schools, Iraq. A sample of 60 female students was divided into an experimental group (n=30) taught using Dictogloss and a control group (n=30) taught using conventional methods over eight weeks. Data were collected through a pre-test and post-test measuring grammatical, discourse, sociolinguistic, and strategic competence, and analyzed using independent and paired samples t-tests, one-way ANOVA, and Cohen’s d effect size. The results revealed that the experimental group significantly outperformed the control group on the post-test (M=78.45 vs. 61.23, t=9.234, p=0.000), with a very large effect size (d=2.38). Among the four competence components, sociolinguistic competence showed the highest improvement (80.52%), followed by grammatical (78.68%), discourse (75.68%), and strategic competence (70.92%), with significant differences favoring sociolinguistic and grammatical over strategic competence. The findings confirm that Dictogloss, grounded in Vygotsky’s sociocultural theory, Swain’s Output Hypothesis, and Long’s Interaction Hypothesis, is an effective pedagogical technique for developing integrated communicative competence in resource-constrained Iraqi EFL contexts, with implications for curriculum design, teacher training, and classroom practice.