Listening Comprehension Test Research Articles

Working memory as a predictor of reading and listening comprehension in EFL college students: A reinvestigation

This study re-examines the role of working memory in aural/oral comprehension among English as a Foreign Language (EFL) college students, building upon previous research (Aldosari & Mekheimer, 2018). The investigation aims to determine the predictive relationship between working memory span and both reading and listening comprehension skills, with a particular focus on understanding whether specific working memory components contribute differentially to comprehension abilities. A sample of 100 female and 100 male EFL college students participated. Participants were administered working memory tasks, including the WRMT-III Passage Comp. subtest, followed by standardized reading and listening comprehension tests (WIAT II). Hierarchical regression analyses revealed that the WRMT-III Passage Comp. subtest was a powerful predictor of both reading and listening comprehension, consistently across genders. This subtest made a significant unique contribution to predicting comprehension skills even when controlling for other working memory components. T-tests revealed no significant differences in comprehension scores between male and female participants. The study highlights the crucial role of working memory in EFL college students' aural/oral comprehension and underscores the potential of the WRMT-III Passage Comp. subtest as a valuable tool for assessing working memory skills relevant to language learning. Further research examining the influence of individual working memory components on specific comprehension skills is recommended.

THE EFFECTS OF USING PODCASTS IN THE TEACHING OF LISTENING ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT

The use of podcast in the world of education has been going on for a while, but some experts still have different opinions about the benefits of it for the education itself. The aim of this research was to investigate whether or not students who were taught listening by using podcasts get higher score on their listening comprehension test compare to other students who were taught listening by using non-podcasts materials. This study was a quasi-experimental post-test only design which employed eleventh graders majoring mathematics and natural sciences 1 as the control group and eleventh graders of mathematics and natural sciences 2 as the experimental group. The research itself lasted for 5 meetings, 4 meetings were used as teaching and learning process and 1 meeting for post-test. The data of this study were collected by using multiple choice listening comprehension test. The data that were obtained were then analyzed by using independent sample t-test and calculated through the use of SPSS 16 with 5% (0.05) significant level. Based on the result of the data analysis, there is no significant effect on using podcasts in the teaching of listening on students’ listening comprehension achievement. In summary, it can be concluded that students who were taught listening by using podcasts do not get better score on their listening comprehension test than those who were taught listening by using non-podcasts materials.

Investigating Students’ Metacognitive Awareness Inventory in Listening Comprehension

Understanding listening skills is vital in language learning, yet many students struggle with it, partly due to low metacognitive awareness. This research emphasizes the importance of metacognitive awareness in language learning, specifically in listening comprehension. Students often face challenges due to low metacognitive awareness, affecting their ability to plan, monitor, and evaluate listening strategies. The urgency of this study lies in enhancing listening skills through improved metacognitive training, which can aid in effective listening comprehension and overall academic performance. By identifying these areas of need, educators can better tailor teaching methods and curricula to foster more active and reflective listening in students, ultimately benefiting their language learning journey. This study aims to investigate the relationship between metacognitive awareness and listening comprehension among high school students. Conducted in two classes with a total of 39 students, the research employed a quantitative design using the “Metacognitive Awareness Inventory for Listening (MAIL)” and a “Listening Comprehension Test.” Data were analyzed using descriptive statistics and independent samples t-tests to compare scores between the two classes. Results indicated no significant differences in metacognitive awareness (p = 0.638) and listening comprehension (p = 0.431) between the two groups. These findings suggest that other contextual factors, beyond metacognitive awareness, may influence listening comprehension. Further research is recommended to explore these additional factors and their impact on students’ listening skills and metacognitive strategies in educational contexts.

Investigating EFL learners’ inferential listening comprehension skills through computerized dynamic assessment

Studies on listening comprehension have increasingly used Computerized Dynamic Assessment (CDA), a new strand of Vygotsky’s dynamic assessment. This study investigated whether English as a foreign language (EFL) learners’ responsiveness to CDA mediation significantly enhanced their inferential skills in multiple-choice listening comprehension tests. Moreover, it examined the role of guess-checking items in reducing the guessing effect. A sample of 94 Iranian EFL university students of B2 proficiency level (38 male and 56 female) was recruited through purposeful sampling. The researchers designed and operated CDA software delivered through a dedicated website, www.lingeli.com, to assess EFL inferential listening comprehension skills. The quantitative data obtained from the participant’s performance in the pretest and the mediation stage were analyzed using SPSS. Two paired-sample T-tests were run to compare EFL learners’ mediated and actual scores to explore the development of their inferential listening and compare the actual scores of learners with and without calculating guessing effect scores, respectively. The results showed that learners’ responsiveness to mediation significantly changed their performance on the CDA of inferential listening skills. Additionally, adding guess-checking items significantly decreased the impact of guessing in the CDA multiple-choice tests, which provided the opportunity to obtain a more comprehensive picture of learners’ abilities. The findings offered more insights into the effective role of CDA in improving EFL learners’ inferential listening comprehension skills. They called for implementing CDA programs to diagnose learners’ deficiencies and strengths and uncover their zone of proximal development.

The Effect of English Podcast on ESL Students Listening Comprehension Skills

This study aims to evaluate the effect of using English podcasts on the listening comprehension skills of ESL (English as a Second Language) students using a pre-experimental one-group pretest post-test design. The sample consisted of 35 ESL students. The students were given a listening comprehension test before the intervention (pretest) to measure their initial skills. During a four-week period, the students were regularly exposed to English podcasts selected based on difficulty level and relevance to the curriculum. After the intervention period, the same listening comprehension test was administered as a post-test to measure changes in listening skills. The collected data were analyzed using a paired t-test to determine the significance of the difference between pretest and post-test scores. The results showed a significant increase in students' listening comprehension scores after the podcast intervention (p < 0.05). These findings indicate that regular use of English podcasts can improve ESL students' listening comprehension skills. This study suggests that podcasts can be an effective tool in language learning, particularly in enhancing listening skills. The practical implication of this research is to encourage educators to integrate podcasts into their teaching methods. Further research is recommended to address the limitations of this study design and explore other factors that may influence the results.

Developing learner autonomy and EFL listening skills through mobile-assisted blended learning

ABSTRACT Purposes Despite the increased attention on students’ autonomous learning in mobile-assisted language learning (MALL) and blended learning, their combined approach as mobile-assisted blended learning (MABL) has been largely overlooked. This study fills this gap by investigating the effects of MABL in developing English listening comprehension and learner autonomy (LA). Design/Methodology/Approach The participants were 91 students attending a university in South Korea. Students in the experimental group (n = 50) experienced MABL instruction for English listening, and those in the control group (n = 41) were taught based on conventional English listening instruction for 14 weeks. Before and after the instruction, both groups of students participated in listening comprehension tests and the LA questionnaires as the quantitative data. Findings The study findings are as follows: First, students with MABL instruction significantly outperformed those with non-MABL instruction in the listening post-test. Second, significant differences were found between the two groups concerning the five LA dimensions, and students in the experimental group revealed significantly higher perceived LA in the post-questionnaire than what they perceived before the instruction. Lastly, the results confirmed LA as a positive predictor of their listening performance. Value This study provides compelling evidence of the effects of MABL on the development of EFL listening comprehension and the promotion of LA. Based on the research findings, limitations and suggestions for further study are discussed.

Effects of playback speed and language proficiency on listening comprehension of multilingual English learners

ABSTRACT For multilingual English as an additional language learners (EALLs), listening is a critical skill that they must master. This quasi-experimental study examined if playback speed, overall English proficiency, and listening sub-scores affected the listening comprehension of EALLs. It also addressed if any of these effects were moderated by certain background and experiential factors. Data sources included a survey, listening comprehension sub-scores, overall English proficiency scores (TOEFL), and two listening comprehension test scores based on a set of easier and harder questions. Before taking the listening comprehension test, 168 students in English-medium institutions in Turkey and China listened to a 10-minute TED-talk YouTube video at three playback speed levels (slower: 0.75; default/normal: 1; faster: 1.25). Several statistically significant differences were obtained between the three groups regarding these measures. Results suggested that the playback speed and proficiency levels (both overall proficiency and listening sub-scores) matter both for the easier and harder comprehension questions. Implications of these findings for additional language education are described. Through the use of playback speed manipulation, this study underscores the crucial role customized instructional approaches play in enhancing listening comprehension for EALLs on video platforms like YouTube.

Extensiveness of School-Based Assessment Techniques Employed by English Subject Teachers to Improve Students' Language Proficiency in Public Secondary Schools in Manyoni District, Tanzania

The study aimed to investigate the Extensiveness of School-Based Assessment Techniques Employed by English Subject Teachers to Improve Students' Language Proficiency in Public Secondary Schools in Manyoni district, Tanzania. The research was guided by the Constructivist Theory, which emphasizes active learning and knowledge construction. The study employed a convergent design under a mixed methods approach. The target population consisted of 3,098 Form 1 to Form 4 students, 38 English teachers and 19 school heads. Sampling techniques employed in this study include purposive (expert and total population) and stratified random sampling techniques to select 161 respondents. Data collection instruments were validated by MWECAU research experts in the field of education. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient whereby r= 0.839 for teachers and r=0.889 for students, while that of qualitative was established through peer debriefing and triangulation. Quantitative data were collected through questionnaires, while qualitative data were collected through an interview guide and a document analysis guide. Descriptive statistics were analyzed quantitatively using SPSS version 22. Qualitative data was analyzed thematically. The study adhered to ethical considerations throughout the research process. The study found that vocabulary quizzes/tests were more widely used and valued by teachers compared to grammar quizzes/tests. The study concluded that vocabulary quizzes/tests were more widely used and valued by teachers compared to grammar quizzes/tests. The study recommended that teachers should employ a variety of assessment techniques, including vocabulary quizzes, grammar quizzes, reading comprehension tests, listening comprehension tests, and oral presentations.

Cultivating Linguistic Listening: Unpacking EFL Accounting Undergraduates’ Challenges and Empowering Strategies with Mobile-Assisted Language Learning

This study aims to 1) explore the listening challenges of high- and low-proficiency EFL accounting undergraduates, 2) compare listening challenges and listening strategies between high- and low-proficiency learners and 3) investigate the effectiveness of mobile-assisted language learning (MALL) in developing EFL-listening skills. The participants in this study consisted of 84 fourth-year accounting students from Rajamangala University of Technology Lanna, Chiang Mai, Thailand, who had enrolled in a course called English Listening and Speaking for Business Communication. They were divided into two groups depending on their ability levels (high and low proficiency), based on Kelley’s 27% criterion-referenced measurement theory. Each group consisted of 23 participants. The research instruments included 1) a listening-comprehension test used for the pre-test and post-test to determine whether the participants had high or low proficiency and compare the effect of MALL, 2) a questionnaire on listening challenges and the utilisation of listening strategies, 3) a semi-structured interview and 4) a MALL activity plan. Data analysis included the calculation of means, standard deviations, percentages and t-tests. The findings revealed a statistically significant difference between the two groups regarding listening challenges; however, there was no statistically significant difference with regard to listening strategies. Concerning MALL, which was applied to both groups, a statistically significant difference was found in the post-test scores at 0.05. In other words, both high- and low-proficiency learners showed improved performance after the empowering strategies created with MALL.

The effect of viewing visual cues in a listening comprehension test on second language learners’ test-taking process and performance: An eye-tracking study

In this study, we examined the effect of visual cues in a second language listening test on test takers’ viewing behaviours and their test performance. Fifty-seven learners of English in Korea took a video-based listening test, with their eye movements recorded, and 23 of them were interviewed individually after the test. The participants viewed the visual cues longer than the items in the multiple-choice questions. Looking at the correct answer choice was related to a higher test score, while looking at the speaker(s) in the video and the distractors of the test items to a lower test score. Viewing the PowerPoint slides showed mixed effects on test performance, depending on different eye-movement measures. Stimulated-recall interviews shed further light on the possible reasons for the different patterns of the participants’ eye movements. Overall, the participants held the positive view that the visual cues aided them in comprehending the aural input and in completing the listening tasks more successfully. We discuss these findings in relation to the authenticity of tasks and the construct relevance of video-based listening tests.

Analysis of English Students’ Listening Anxiety during Classroom Learning at Higher Secondary Level in Karachi

Anxiety plays a pivotal role in poor communication while language learning in general and listening Anxiety in specific is a major cause of poor listening comprehension. The study was designed with the purpose to assess the relation between listening anxiety and the performance of students in a listening comprehension classroom. The study used two investigation tools namely the listening comprehension test and the questionnaire based on various factors that could create or raise anxiety levels experienced by Science students at College Level. 100 Science College English students as subjects were selected for this study. The results show that there exist certain negative correlations both between English language Listening Anxiety and listening test scores. The factors that create anxiety the most are recognized as poor listening habits of students and lack of background knowledge. Based on findings, recommendations are also made.

Video Captioning and Subtitles in Second Language Listening Comprehension: Fast-Paced Versus Slow-Paced Speakers.

The present study examines the impact of implementing video captioning and subtitles on listening comprehension with special reference to the speaker's speed. A total of 64 undergraduate Saudi EFL learners were assigned into six groups: fast speaker with full captioning, fast speaker with subtitles, fast speaker with no captioning nor subtitles, slow speaker with full captioning, and slow speaker with subtitles, slow speaker with no captioning nor subtitles. Each group was instructed to watch a video in English under its assigned condition and then answered a listening test. Participants also answered a questionnaire to determine the impact of these conditions on their cognitive load. The results revealed that the group that viewed the video of slow speakers with a caption obtained the highest score on the listening comprehension test, followed by the group that viewed the video of fast speakers with a caption. The group that viewed no caption video of fast speakers obtained the lowest scores. The questionnaire analysis indicated that the students in the subtitle slow group reported using low mental effort, whereas the students in the caption fast group reported using very high mental effort followed by the students in the caption slow group who also reported using high mental effort.

The Effect of Background Noise, Bilingualism, Socioeconomic Status, and Cognitive Functioning on Primary School Children's Narrative Listening Comprehension.

This study focuses on 7- to 9-year-old children attending primary school in Swedish areas of low socioeconomic status, where most children's school language is their second language. The aim was to better understand what factors influence these children's narrative listening comprehension both in an ideal listening condition (in quiet) and for the primary school classroom, a typical listening condition (with multitalker babble noise). A total of 86 typically developing 7- to 9-year-olds performed a narrative listening comprehension test (Lyssna, Förstå och Minnas [LFM]; English translation: Listen, Comprehend, and Remember) in two listening conditions: quiet and multitalker babble noise. They also performed the crosslinguistic nonword repetition test and a digit span backwards (DSB) test. A predictive statistical model including these factors, the children's degree of school language exposure, parental education level, and age was derived. Listening condition had the strongest predictive value for LFM performance, followed by school language exposure and nonword repetition accuracy. Parental education level was also a significant predictor. There was a significant three-way interaction effect between listening condition, age, and DSB performance. Multitalker babble noise has a negative effect on children's narrative listening comprehension. The effect of multitalker babble noise could be explained by age differences in the ability to allocate working memory capacity during the narrative listening comprehension task, suggesting that younger children may be more vulnerable for missing information when listening in background noise than their older peers. https://doi.org/10.23641/asha.25209248.

The Correlation Between Students’ Habit in Watching English Movies and Their Listening Skill at the Second Grade of SMAN 1 IV Koto

This research was aimed to find and describe the correlation between students’ habit in watching English movie (variable x) and their listening skill (variable y). This research was conducted at the second grade of SMAN 1 IV Koto Agam Regency by the reason of there were still a lot of students who thought that listening is a difficult skill to learn and had low score in listening. This problem occurred because the students were still lack of exposure to the English to provide them with a comprehensible input in acquire the language especially listening skill. Moreover, theories said that watching English movies as a habit could be beneficial and could provide an input to develop students’ listening skill. However, there were not all of the students who had watching movie habit got good score in listening. Nevertheless, there were some of the students who had watching movie habit and got good score in listening. The method used in this research was quantitative method with the correlational design. The population of the research was all of the students from eleventh grade at SMAN 1 IV Koto and the sample was consisted of 33 students. The sample was taken by using random sampling technique. The instruments that were used in this research was questionnaire for measuring the students’ habit in watching English movie and listening comprehension test for measuring students’ listening skill. The researcher used Product Moment Correlation to see if there was any correlation between the two variables.The result showed that the value of correlation coefficient (rxy) was 0.223 which means that there was a positive low correlation between the variable x and variable y. Furthermore, the hypothesis testing showed that the index value rxy was lower than the index value of rt (0.223<0.355) which means that the H0 (null hypothesis) was accepted and Ha was rejected. Thus, there was unsignificant correlation between the variable x and variable y. However, this result may have been affected by internal threats. The students used of subtitle while watching movie was quite high which may prevent them to optimally receive the inputs and acquire the language especially listening skill.

The Effect of Background Music on Listening Comprehension among Intermediate Students

Listening is a fundamental and integral aspect of human communication and understanding. it involves actively receiving, interpreting, and making sense of the information conveyed through spoken words, tones, and other auditory cues. Effective listening is crucial in various contexts, including personal relationships, professional settings, education, and everyday interactions. Classical music, known for its intricate melodies and harmonies, can enhance focus and concentration. Classical music has the power to evoke emotions and moods. Depending on the composition, it can be uplifting, calming, or energizing. Present study attempts to find out the impact of listening soft music in the background during the listening comprehension tests. Intermediate level English language learners have adequate vocabulary power and it is important to find out how far the listening background help them to orient their cognitive faculties during the soft musical background, since most of the adults habitat with musical aesthetics. Present study takes up 50 post graduate students of arts disciplines studying at the University found that listening to the calm and pleasant Beethoven music enhances the listening comprehension. This study also notices that listening background music did not affect test takers’ comprehension level and found that they feel better during the testing over those who were not given background music during the test.

A study on content validity of TEM4 listening comprehension (2016-2023)

Test for English Majors-Band 4 (TEM4) is a large-scale nationwide criterion-referenced test for English majors in Chinese colleges and universities. Since its implementation in 1990, there have been continuous studies on its validity. However, most focused on its reading comprehension section and were based on the traditional classification validity view. Moreover, TEM4 was officially reformed in 2016, especially its listening comprehension section, but relevant validity study is still limited. Therefore, this study aims to assess the content validity of TEM4 listening comprehension after the reform, attempting to enrich the relevant validity study, helping test developers improve question types and promoting the pedagogical teaching to strengthen college students’ listening comprehension ability. Based on Bachman and Palmer’s framework of task characteristics and reference to the interlocutor characteristics proposed by Weir, this study established its framework and analyzed quantitative statistics on the linguistic characteristics of TEM4 listening comprehension. Three dimensions are included in the verification framework: language input characteristics, expected response characteristics, and the relationship between input and response. The study found that the selected TEM4 listening comprehension tests meet the requirements of the teaching and testing syllabuses in terms of length, vocabulary, topic, speech speed, and accent; the question types and expected skills are varied with prominent emphasis; the range and scope of relationship between input and response align with the test proposition principle. All the research results demonstrated a high content validity of TEM4 listening comprehension since its reform in 2016.

Ingliz tilini o'rganuvchilarning muloqot qobiliyatlarini baholash usullari

This comprehensive article explores various assessment methods used to evaluate the communication skills of English language learners. It discusses oral proficiency interviews, group discussions, written assignments, listening comprehension tests, role-plays, simulations, and portfolios as effective assessment tools. The article emphasizes the importance of assessing different aspects of communication, such as speaking, listening, reading, and writing. It provides insights into the evaluation criteria, including fluency, coherence, vocabulary usage, and cultural sensitivity. The references at the end offer additional resources for those interested in further exploration of the topic. Overall, this article serves as a valuable guide for educators and assessors involved in evaluating English language learners’ communication skills.

21 Nonverbal Assessment of Theory of Mind in Children with Down Syndrome and Typically Developing Peers: An Examination of Group Differences and Associations with Structural Language Skills

Objective:Children with Down syndrome (DS) show marked differences in their early development when compared to typically developing (TD) peers. Major domains of challenge include intellectual abilities, executive functioning, and structural language. Children with DS have a unique profile of strengths and weaknesses that must be considered when comparing them to TD children, especially in terms of Theory of Mind (ToM). ToM encompasses the developmental milestones reached early in childhood when children develop the ability to conceptualize and understand others' thoughts, emotions, perspectives, and intentions. In TD children, these abilities typically begin to mature around 4-6 years of age, while in children with DS, delays are observed relative to chronological age expectations. Evidence shows that children with DS have impaired ToM abilities; however, these deficits might be more related to underlying delays in structural language, rather than a fundamental misunderstanding of social cues. The present study seeks to fill gaps in the literature by using a nonverbal assessment (The Penny Hiding Game; PHG) to evaluate a) ToM abilities in children with DS relative to younger TD peers of a similar mental ability level and b) relationships between ToM performance and structural language skills.Participants and Methods:25 children with DS (60% F, M=11.39 years) and 25 TD children (40% F, M = 5.37, range = 3 to 7) participated. Participants' structural language abilities were briefly assessed using the Wechsler Individual Achievement Test- III Listening Comprehension Test (Oral Discourse Comprehension subcomponent). ToM was assessed using the PHG.Results:Univariate analysis of covariance was used to explore differences in ToM performance between groups while controlling for mental ability level. Children with DS (M= 2.79, SD= 2.23) performed significantly worse than TD peers (M= 4.28, SD= 1.87) on the ToM task (F(1, 60)= 4.5, p= .038). Linear regression was used to assess associations between ToM and structural language abilities. When both groups were lumped together, there was a modest association between ToM and Listening Comprehension scores (R2 = .12, F (1, 55) = 7.29, p= .009). However, when groups were considered separately, significant associations were not observed (p>.1).Conclusions:The DS group showed markedly diminished ToM performance compared to TD controls, as expected based on the literature. However, data did not suggest a clear association between ToM and structural language skills. While an association was observed when groups were lumped, this relationship was likely driven by group differences in both ToM and structural language skills. Future research should examine the relationship between ToM performance, different aspects of language functioning, and the cooccurrence of autistic traits among children with DS in order to augment our understanding of linguistic and social correlates of ToM performance in young children with DS.

THE ROLE OF SYNCHRONOUS AND ASYNCHRONOUS MULTIMEDIA IN EFL LISTENING COMPREHENSION

This research investigates the role of synchronous and asynchronous multimedia in EFL listening comprehension among EFL learners. The study adopts a mixed-methods design, gathering quantitative data through listening comprehension tests and surveys and qualitative data through focus group discussions and interviews. Participants from various proficiency levels engaged with both synchronous and asynchronous multimedia. The findings revealed significant improvements in EFL listening comprehension for learners exposed to both formats. Synchronous multimedia offered interactive experiences with immediate feedback, while asynchronous materials provided flexibility and autonomy. A blended approach accommodating diverse preferences proves beneficial for language educators, fostering well-rounded language proficiency in EFL learners worldwide.

Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills

Background: The educational concept of translanguaging has garnered significant attention over the past decade. Its significance in fostering language acquisition in the English as a Foreign Language (EFL) classroom has been increasingly acknowledged. However, there is an emerging necessity to strategically implement this pedagogical approach to enhance learning outcomes and improve overall effectiveness.
 Purpose: The present study sets out to investigate the influence of translanguaging during metacognitive strategy use and its impact on second language (L2) listening and writing abilities.
 Method: The present study employed sequential mixed-method research involving a pre- and post-test design. A total of 16 college students was purposively selected as samples and underwent 11 sessions of applying translanguaging during metacognitive strategy use (the intervention used).
 Results: Study results reveal a significant difference on participants’ pre- (x̄=9.19) and post- (x̄=15.56) listening comprehension tests. An increasing trend of improvement on their quizzes in terms of writing components namely: grammar and structure, content, lexical resource, logical order, and supporting details was also found. In addition, the components on “grammar and structure” and “supporting details” have improved considerably. The participants, likewise, perceived translanguaging as a normal and not a disrespectful practice for them as EFL learners. Qualitative findings revealed that participants have welcomed the use of the intervention as it aids them to process their listening comprehension and writing skills in L2.
 Conclusion: The pedagogical application of translanguaging approach during metacognitive strategy use is concluded as an agentive and facilitative pedagogical strategy that helps learners to not only improve their listening comprehension and writing skills but also promotes deeper cognitive fluency, improves L2 learning, and fosters them to become more involved in the learning processes of metacognitive planning, monitoring, and evaluating.