The Effect of Double-play in L2 Listening Comprehension Tests on Test-takers’ Performance and Performance Appraisals
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The issue of providing a second listening opportunity to test-takers is a disputed subject withinthe field of L2 listening assessment that remains inconclusive. In response to the call for furtherinvestigation into this issue, this study explores the extent to which having a double-playopportunity in a listening test impacts on test-takers’ performance and performance appraisal. Furthermore, this study examines task types and number of words as potential factorsinfluencing the double-play effect in a listening test. Ninety-six high school EFL learners inKorea were divided into two subgroups, and a set of 15 English listening test items selectedfrom past versions of the College Scholastic Ability Test (CSAT) was administered to eachgroup separately in single-play and double-play conditions respectively. Test scores and aperformance appraisal index were collected from both groups and compared using anindependent samples t-test. The results showed that although double-play did not have asignificant effect on test taker’s test performance, it lowered test-takers’ performance appraisalscompared to single-play, particularly among low-proficiency learners. In addition, the findingsshowed that test-takers’ test performance were improved when the listening stimuli was longer,and that this relationship was stronger for double-play.
Abstract
The issue of providing a second listening opportunity to test-takers is a disputed subject withinthe field of L2 listening assessment that remains inconclusive. In response to the call for furtherinvestigation into this issue, this study explores the extent to which having a double-playopportunity in a listening test impacts on test-takers’ performance and performance appraisal. Furthermore, this study examines task types and number of words as potential factorsinfluencing the double-play effect in a listening test. Ninety-six high school EFL learners inKorea were divided into two subgroups, and a set of 15 English listening test items selectedfrom past versions of the College Scholastic Ability Test (CSAT) was administered to eachgroup separately in single-play and double-play conditions respectively. Test scores and aperformance appraisal index were collected from both groups and compared using anindependent samples t-test. The results showed that although double-play did not have asignificant effect on test taker’s test performance, it lowered test-takers’ performance appraisalscompared to single-play, particularly among low-proficiency learners. In addition, the findingsshowed that test-takers’ test performance were improved when the listening stimuli was longer,and that this relationship was stronger for double-play.
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