An Investigation of How the Channel of Input and Access to Test Questions Affect L2 Listening Test Performance

Autor/in	Wagner, Elvis
Titel	An Investigation of How the Channel of Input and Access to Test Questions Affect L2 Listening Test Performance
Quelle	In: Language Assessment Quarterly, 10 (2013) 2, S.178-195 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2013.769552
Schlagwörter	Video Technology; Second Languages; Second Language Instruction; Listening Comprehension Tests; Technology Uses in Education; Educational Research; Factor Analysis; Statistical Significance; Academic Achievement; Intermode Differences; Learning Modalities; Audiovisual Communications; Auditory Stimuli; Access to Information; English (Second Language); Language Tests; Educational Environment; Higher Education; College Second Language Programs + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Fremdsprachenunterricht; Hörverstehensübung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsforschung; Pädagogische Forschung; Faktorenanalyse; Schulleistung; Lernumgebung; Auditive Stimulation; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The use of video technology has become widespread in the teaching and testing of second-language (L2) listening, yet research into how this technology affects the learning and testing process has lagged. The current study investigated how the channel of input (audiovisual vs. audio-only) used on an L2 listening test affected test-taker performance. In addition, how access to the test questions while the text was played (questions accessible vs. questions not accessible) affected performance was investigated. A total of 192 English as a Second Language learners took a listening test under four different conditions: audiovisual input and test questions accessible, audio-only input and test questions accessible, audiovisual input and test questions not accessible, and audio-only input and test questions not accessible. A 2 x 2 factorial analysis of variance conducted with the data indicated that test-takers who received audiovisual input scored higher than test-takers who received audio-only input, whereas access to test questions did not affect test-taker performance, and there was no interaction between the two independent variables. From these results, a number of implications for L2 testing are presented. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10