인터넷 기반 평가에서 듣기 자료 청취 횟수가 듣기 평가 결과와 수험자의 반응에 미치는 영향
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참고문헌
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초록
The purpose of this study was to examine the effects of repetition of input materials and proficiency levels on students’ performance on a web-based listening test. A recurring debate in listening assessment is whether listening input should be played once or twice, and persuasive construct arguments can be made on both sides of the approach. Prior research has focused on materials that people can listen to once and thus failed to consider materials that can be heard more than once in target domains. To fill the gap, a web-based listening test was developed to assess test-takers’ ability to comprehend listening materials which they can listen to multiple times in real-life situations. Sixty-three college students participated in the study, and they were divided into two groups. The experimental group were allowed to listen to input materials as many times as they need whereas the control group students were provided only one opportunity to listen to input materials. The results showed that there was a statistically significant interaction effect between test takers’ proficiency level and the number of times repeated. In addition, both group of students reported that the optimal opportunities for listening tests should be twice.
Abstract
The purpose of this study was to examine the effects of repetition of input materials and proficiency levels on students’ performance on a web-based listening test. A recurring debate in listening assessment is whether listening input should be played once or twice, and persuasive construct arguments can be made on both sides of the approach. Prior research has focused on materials that people can listen to once and thus failed to consider materials that can be heard more than once in target domains. To fill the gap, a web-based listening test was developed to assess test-takers’ ability to comprehend listening materials which they can listen to multiple times in real-life situations. Sixty-three college students participated in the study, and they were divided into two groups. The experimental group were allowed to listen to input materials as many times as they need whereas the control group students were provided only one opportunity to listen to input materials. The results showed that there was a statistically significant interaction effect between test takers’ proficiency level and the number of times repeated. In addition, both group of students reported that the optimal opportunities for listening tests should be twice.
참고문헌 (29)
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