Effects of Different Types of Input Repetition on a Web-based Listening Test
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초록
The present study investigated the effects of using different types of input repetition and test taking strategy on listening comprehension test performance. The participants involved in the study are 226 Korean university students and they took a 25 multiple choice format web-based listening comprehension test under four different input variants: N-RA (No-repetition, Aural), RA (Repetition Aural), N-RW (No Repetition, Written), RW (Repetition Written). In addition, the study employed a retrospective verbal protocol to examine participants’ test taking processes and discover general patterns of their strategy use. The results revealed that the repetition effect in two different modalities showed mixed results. Significant format and proficiency effects were found only in aural modality condition. Retrospective protocol showed participants in two proficiency levels seemed to perceive aural modality format as challenging task, however, high level test takers were relatively insusceptible of changes in input modality format. Regarding test takers’ attitudes on repetition, they were positive in that they felt repeating input including both listening text and item stems facilitated their comprehension and made them feel more secure and comfortable. Discussion and implications in second language education and testing are discussed.
Abstract
The present study investigated the effects of using different types of input repetition and test taking strategy on listening comprehension test performance. The participants involved in the study are 226 Korean university students and they took a 25 multiple choice format web-based listening comprehension test under four different input variants: N-RA (No-repetition, Aural), RA (Repetition Aural), N-RW (No Repetition, Written), RW (Repetition Written). In addition, the study employed a retrospective verbal protocol to examine participants’ test taking processes and discover general patterns of their strategy use. The results revealed that the repetition effect in two different modalities showed mixed results. Significant format and proficiency effects were found only in aural modality condition. Retrospective protocol showed participants in two proficiency levels seemed to perceive aural modality format as challenging task, however, high level test takers were relatively insusceptible of changes in input modality format. Regarding test takers’ attitudes on repetition, they were positive in that they felt repeating input including both listening text and item stems facilitated their comprehension and made them feel more secure and comfortable. Discussion and implications in second language education and testing are discussed.
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