Investigating the visual content of a commercialized academic listening test: Implications for validity

Abstract

As incorporating visual modes in listening tests is gradually gaining traction in second language (L2) assessment, the inclusion of such visuals brings up questions about the role of visual modes in meaning-making during listening and test validity. In this study, we investigated the visual features of the International English Language Testing System (IELTS) listening test through the application of the social semiotic multimodal framework. Our corpus comprised 300 visuals from 256 academic listening testlets published between 1996 and 2022. Unlike the past studies of social semiotic multimodal analyses that relied on qualitative methods, our study adopted a series of visualization and quantitative statistical analysis of frequency and dispersion measures, using the general linear model to examine the visuals from a social semiotic multimodal perspective. The results revealed significant variation in the visual structures of the testlets. Through applying a post-hoc analysis, we further proposed recommendations for further research on multimodal materials in listening assessment and discussed the implications of the observed variation for the validity of the IELTS listening test. This study may be considered the first attempt to examine L2 listening assessment from a corpus-based social semiotic multimodal perspective, which may inspire more investigations on multimodal listening.