Using Videotaped Lectures for Testing Academic Listening Proficiency

Shin, Dongil

doi:10.1080/10904018.1998.10499019

Cited by 62 publications

(27 citation statements)

References 17 publications

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“…There is a general consensus that utilizing graphic representations in the form of still images, e.g., the kind of still-image representation for listening and speaking tests in TOEFL iBT, can increase listening comprehension (Baltova, 1994;Gruba, 1997;Kellerman, 1990;Kellerman, 1992;Progosh, 1996;Shin, 1998;Sueyoshi & Hardison, 2005). However, another assumption by some researchers is focused on the idea that listening with extra resources may result in listeners' confusion and distraction.…”

Section: Statement Of the Problemmentioning

confidence: 95%

Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Faramarzi¹,

Elekaei²

2015

SUET

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Visual and pictorial materials are extensively used in teaching listening comprehension textbooks. Although the use of still image is currently implemented in some distinguished testing systems, video test is not a popular modality due to the fact that this kind of test may result in test-takers' confusion during the test. In the present study, a sample of 80 Iranian EFL (English as a Foreign Language) students was selected to compare their performance on three different modalities of listening test: audio-only test, pictorial (listening with still image test), and visual (video) listening test. The analysis of one-way repeated measure ANOVA (Analysis of Variance) was used to compare the students' scores.

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Section: Statement Of the Problemmentioning

confidence: 95%

Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Faramarzi¹,

Elekaei²

2015

SUET

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“…Visual and pictorial listening tests have been administered regularly by test administrators and the results were contradictory (Wagner, 2010a(Wagner, , 2010bBaltova, 1994;Sueyoshi and Hardison, 2005;Shin, 1998;Gruba, 1997;Coniam, 2001; Kellerman, 1990Kellerman, , 1992Burgoon, 1994;Progosh, 1996). In some studies (e.g., Baltova, 1994;Parry and Meredith, 1984), those test-takers who received the video listening test, scored higher and consequently performed better in the test.…”

Section: A the Usefulness Of Visual And Pictorial Materials In Listementioning

confidence: 99%

“…Video and still-image modality tests made the overall comprehension easier. 22. I found it difficult to understand when speakers spoke too fast in audio-only test.…”

Section: Appendix the Questionnairementioning

confidence: 99%

“…Listening test which has always been a challenging point for test administrators created a dilemma over how to use additional materials with the test. On one hand, many researchers (e.g., Kellerman, 1990;Baltova, 1994;Kellerman, 1992;Progosh, 1996;Shin, 1998;Sueyoshi and Hardison, 2005;Wagner 2010b) believed that providing students with visual and pictorial devices can improve the comprehension of the text and consequently improving the authenticity of the test.…”

Section: Introductionmentioning

confidence: 99%

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Test-takers' Attitudes toward Taking Pictorial and Visual Modalities of Listening Comprehension Test in an EFL Context

Elekaei¹,

Faramarzi²,

Biria³

2015

JLTR

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Abstract-Listening comprehension test has always been a challenging point for language teachers and test developers. In order to scaffold students in taking the test and at the same time sustaining the authenticity of the assessment, pictures and video devices are proposed by scholars to be added to the test. Beside many advantages, these modified listening tests have a distracting nature too. In this study a sample of 80 EFL students were selected to inquire their attitude toward taking three different modalities of listening test.

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“…Having revised the items based on the information obtained from the piloting, the next step was to prepare appropriate hints by making some modifications in two important input characteristics: input format and characteristics of the language of input. Regarding the former, many researchers (Lynch, 2009;Shin, 1998;Wagner, 2010) believe that accompanying oral input with visual input in many cases enhances test takers' comprehension by providing more contextual information. Regarding the latter, correspondence with Wagner through email convinced us to use partial transcription of the conversations as the first hint.…”

Section: Test Piloting and Preparing Hintsmentioning

confidence: 99%

Applying Interventionist and Interactionist Approaches to Dynamic Assessment for L2 Listening Comprehension

Barabadi¹,

Khajavy²,

Kamrood³

2018

INT J INSTRUCTION

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The current study reports the results of a project aimed at assessing L2 listening comprehension by drawing on two approaches to dynamic assessment: interventionist and interactionist. The former approach was actualized by providing two graduated hints which were fixed and standardized for all test takers while the latter was actualized by asking test takers to enter into dialogue with the tester to receive more flexible mediation. By taking into account how much mediation (how many hints) each test taker uses, the computerized listening test automatically provides three scores: traditional score, dynamic score, and learning potential score. 91 grade nine students at Iranian junior high schools took the computerized dynamic test. The findings of the study indicated that while having validity, the test could improve test takers' listening comprehension ability. Moreover, the test made it possible to obtain information regarding test takers' potentiality for learning which goes beyond and over their initial performance level. The pattern of mediation use by test takers across different test items indicated that more challenging listening questions are in need of more flexible and open-ended mediation. Using three scores for each test taker, language teachers can more effectively tailor their instruction to their learners' needs.

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Using Videotaped Lectures for Testing Academic Listening Proficiency

Cited by 62 publications

References 17 publications

Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Test-takers' Attitudes toward Taking Pictorial and Visual Modalities of Listening Comprehension Test in an EFL Context

Applying Interventionist and Interactionist Approaches to Dynamic Assessment for L2 Listening Comprehension

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