Trialing Alternative Listening Assessment Tasks: Interactions between Text Authenticity, Item Focus and Item Presentation Condition

Autor/in	O'Grady, Stefan
Titel	Trialing Alternative Listening Assessment Tasks: Interactions between Text Authenticity, Item Focus and Item Presentation Condition
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.664-677 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Grady, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2109643
Schlagwörter	Listening Comprehension; Second Language Learning; Correlation; English (Second Language); Language of Instruction; Listening Comprehension Tests; Language Tests; College Entrance Examinations; Innovation; Scores; Test Items; Test Format; Audio Equipment; Item Analysis; Construct Validity; Second Language Instruction; English for Academic Purposes; Language Proficiency; Foreign Countries; College Preparation; Turkish; Native Language; Turkey + Suchen Sie Ihr Suchwort? Hörverständnis; Zweitsprachenerwerb; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Hörverstehensübung; Language test; Sprachtest; Aufnahmeprüfung; Test content; Testaufgabe; Testentwicklung; Audio-CD; Itemanalyse; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Türkisch; Türkei
Abstract	Purpose: The current study applies an innovative approach to the assessment of second language listening comprehension skills. This is an important focus in need of innovation because scores generated through language assessment tasks should reflect variation in the target skill and the literature broadly suggests that conventional methods of assessing listening may fall short of achieving this principle (Field [2019]. "Rethinking the Second Language Listening Test from Theory to Practice." Equinox). Design: The study investigated interactions between different methods of presenting listening comprehension questions, the focus of the comprehension questions and the relative authenticity of the sound file in an English-medium university entrance listening test. In a balanced design, 61 participants completed a listening test featuring both scripted and unscripted sound files by answering explicit and implicit information comprehension questions under five counterbalanced question preview and presentation conditions. Test scores were analysed using ANOVA and examined for interactions. Findings: The results revealed interesting relationships between text authenticity and item focus whereby item responses were most frequently correct overall on the explicit items on scripted tasks. However, the reverse was observed on the implicit items, which were more frequently correct on the unscripted tasks. Value: The research findings have important implications for construct definition and highlight possible directions for the development of pedagogical listening tasks and assessments for English-medium academic study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01