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Video-Mediated Listening Passages and Typed Note-Taking: Examining Their Effects on Examinee Listening Test Performance and Item Characteristics.
|Title:||Video-Mediated Listening Passages and Typed Note-Taking: Examining Their Effects on Examinee Listening Test Performance and Item Characteristics.|
|Authors:||Cubilo, Justin L.|
|Contributors:||Second Language Studies (department)|
|Date Issued:||Aug 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||Technology has created many implications for second language (L2) listening|
assessment, particularly as it relates to the role of visuals and typed note-taking. However, while
previous research has investigated the effects of visuals and typed note-taking on listening test
performance, the results of these studies have been contradictory at best, with research indicating
that visuals and note typing both help and hinder performance. Therefore, the present study was
designed to further investigate the role that visual and note-taking conditions have on L2
listening comprehension and item performance.
Two hundred L2 English learners participated in this study with each participant being
randomly assigned to one of eight experimental groups in which they took two forms of a
listening test exposing them to each of the input (video-based versus audio-only) and note-taking
(handwritten versus typed) conditions. Data consisted of the test scores for the overall test,
subscores for items targeting different listening subskills, and responses to an open-ended survey
asking participants about their personal preferences for and perceptions of the different
Results revealed no significant effect of input or note-taking on overall test scores or on
item difficulty. While items were slightly more difficult in video and typing conditions, these
results did not significantly contribute to item performance. A path analysis investigating the
relative relationship between input and note-taking conditions on listening subskills found that
video made significant contributions to participants’ abilities to identify details in the listening
which potentially affected participants’ abilities to identify the main ideas of the listening and
make inferences. Qualitative analyses showed that participants preferred video-based listening
texts and that note-taking preference tended to be a matter of comfort.
The findings offer several important implications for the development of L2 listening
tests. While video may not significantly contribute to listening scores, it may impact certain
listening skills, which may be grounds for using video-based passages. Additionally, while typed
note-taking did not appear to impact scores, it did provide a sense of comfort to some
participants, indicating that its affective benefits may be a reason for allowing test takers to take
notes in this way.
|Description:||Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ph.D. - Second Language Studies|
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