Playing the Recording Once or Twice: Effects on Listening Test Performances

Autor/inn/en	Ruhm, Richard; Leitner-Jones, Claire; Kulmhofer, Andrea; Kiefer, Thomas; Mlakar, Heike; Itzlinger-Bruneforth, Ursula
Titel	Playing the Recording Once or Twice: Effects on Listening Test Performances
Quelle	In: International Journal of Listening, 30 (2016) 1-2, S.67-83 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2015.1104252
Schlagwörter	Foreign Countries; Listening Comprehension Tests; Language Tests; Regression (Statistics); Item Analysis; Test Items; Secondary School Students; Grade 8; English (Second Language); Audio Equipment; Cognitive Processes; Difficulty Level; Field Studies; Pilot Projects; Auditory Stimuli; Cues; Time on Task; Repetition; Austria + Suchen Sie Ihr Suchwort? Ausland; Hörverstehensübung; Language test; Sprachtest; Regression; Regressionsanalyse; Itemanalyse; Test content; Testaufgabe; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; English as second language; English; Second Language; Englisch als Zweitsprache; Audio-CD; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Praxisforschung; Pilot project; Modellversuch; Pilotprojekt; Auditive Stimulation; Stichwort; Zeitaufwand; Wiederholung; Österreich
Abstract	Much debate surrounds the issue of whether allowing candidates to listen to recordings twice is more desirable in language tests than offering just one opportunity. Using regression models, this study investigates, analyses and interconnects both item difficulty and stimulus length in relation to the frequency of stimulus presentation and its effect on test results. The study involved 1,266 eighth-grade learners with perceived A2/B1 level in English as a first foreign language. The final discussion seeks to offer explanations for the results that clearly indicate the advantages of listening once; likewise, potential implications for listening tests and classroom practice are raised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01