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The Effects of Presentation Mode and Item Type on L2 Learners’ Listening Test Performance and Perception

염수혜
한국영어교육학회 (Korea Association Of Teachers Of English)|2016.12|영어교육 (English Teaching)|제71권 제4호|pp. 27-54|DOI 10.15858/engtea.71.4.201612.27

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키워드

presentation modeitem typesecond language listeningmultiple-choice questionstest characteristicstest methods
주제분류영어와문학

초록

This study compared aural and written modes of presentation for the two item types, to explore the effects of question/option presentation mode and item type on EFL learners’ listening comprehension performance and their perception. One hundred and fifteen Korean college students who were divided into three different proficiency groups participated in the study. The participants took a listening test which consisted of dialogue-completion and Q&A multiple-choice items in the aural and written modes, followed by a survey on their perceptions, and a stimulated recall interview. The results showed that the least proficient group was more critically affected by the mode than the other two groups. The least proficient group performed significantly better in the written mode than in the aural mode, while they received similar scores on the two item types. The major factors that caused the discrepancy among the groups were memory capacity in the aural mode and reading ability in the written mode. The implications and suggestions on listening test development are discussed.

Abstract

This study compared aural and written modes of presentation for the two item types, to explore the effects of question/option presentation mode and item type on EFL learners’ listening comprehension performance and their perception. One hundred and fifteen Korean college students who were divided into three different proficiency groups participated in the study. The participants took a listening test which consisted of dialogue-completion and Q&A multiple-choice items in the aural and written modes, followed by a survey on their perceptions, and a stimulated recall interview. The results showed that the least proficient group was more critically affected by the mode than the other two groups. The least proficient group performed significantly better in the written mode than in the aural mode, while they received similar scores on the two item types. The major factors that caused the discrepancy among the groups were memory capacity in the aural mode and reading ability in the written mode. The implications and suggestions on listening test development are discussed.

참고문헌 (32)

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