Using Videotaped Lectures for Testing Academic Listening Proficiency

Abstract

To provide authentic language use situations for classroom activities, videotaped materials have been introduced in teaching and learning settings. In language testing, these materials raise our expectations about the potential usefulness to measure academic listening ability of non-native speakers of English. In spite of this apparent superior authenticity of a videotape formatted listening test (VFLT), much more theoretical justification and experimental research are needed to support the usefulness of VFLTs. The purpose of this study was to investigate validity evidence for the VFLT usefulness as a measure of academic lecture listening ability. Validity evidence was assessed with 83 ESL students enrolled at a midwestern university. Concurrent validity evidence, empirical item analysis, and experimental manipulation were tested. Analysis of the test results provided convincing support of the validity evidence of the VFLT. Moreover, the strong relationship between test performance and aspects of authentic and interactive tasks in the VFLT provides a justification for revision of test method facets in conventional ESL listening tests.