Abstract
This study was an attempt to investigate the possible effect of differentiation in the channels of input and expected response on test performance of young language learners. Four tests were administered to 29 participants with a one-day interval. What distinguished these tests from one another was the variation in channels of their input and expected response. The learners were interviewed after all the tests were administered to see which test they preferred and why. As the results reveal, participants performed the best when the channel of both the input and the expected response was oral (aural).
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