Students' Perceptions on Using Different Listening Assessment Methods: Audio-Only and Video Media

Autor/inn/en	Sulaiman, Norazean; Muhammad, Ahmad Mazli; Ganapathy, Nurul Nadiah Dewi Faizul; Khairuddin, Zulaikha; Othman, Salwa
Titel	Students' Perceptions on Using Different Listening Assessment Methods: Audio-Only and Video Media
Quelle	In: English Language Teaching, 10 (2017) 8, S.93-99 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Attitudes; Preferences; Evaluation Methods; Listening Comprehension Tests; Listening Skills; Pretests Posttests; Statistical Analysis; Audiovisual Aids; Audiovisual Communications; English (Second Language); College Second Language Programs; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Schülerverhalten; Hörverstehensübung; Statistische Analyse; Audiovisuelles Medium; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	The importance and usefulness of incorporating video media elements to teach listening have become part of the general understanding and commonplace in the academia nowadays (Alonso, 2013; Macwan, 2015; Garcia, 2012). Hence, it is of vital importance that students are taught effectively and assessed accordingly on their listening skills. The purpose of this study is to examine students' perceptions towards audio only method and video media method in listening assessment. The participants for this study were 150 students from four different faculties. Pre and post-test were conducted in collecting the data for this study with the same set of questions with two different assessment methods used. The results indicated that the majority of the participants have positive response towards the use of video media as their listening assessment method as it provides authentic, meaningful, and real-life situation contexts. Video has been used as a tool to cater the needs of 21st century learners as these learners are exposed with a lot of visual materials in their daily life. More video media related assessments should be implemented in the second language (L2) classrooms so that students will be more familiar with the different types of assessments present these days. In light of this notion, curriculum developers should be aware of the advancement in technology and ready to invest in changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01