Pub Date : 2022-03-22DOI: 10.1080/10904018.2022.2056037
M. Satori
ABSTRACT This study investigates the effects of linguistic knowledge (vocabulary knowledge) and cognitive abilities (metacognitive knowledge and cognitive styles) on the second language (L2) listening comprehension at different proficiency levels. The study has also sought to investigate whether or not cognitive abilities and L2 linguistic knowledge are distinct cognitive factors that can influence L2 listening comprehension. The participants were 106 EFL learners drawn from six English classes at a Japanese university. During the data collection phase, all participants administered the L2 listening comprehension test, Listening Vocabulary Level Test, Metacognitive Awareness Listening Questionnaire, and modified Group Embedded Figures Test. The results of the correlational analyses and regression analyses demonstrate that two cognitive variables, namely, metacognitive knowledge and cognitive style, have a direct impact on L2 listening comprehension, independently of vocabulary knowledge; their contribution to L2 listening test performance is affected by listeners’ proficiency and the listening tasks’ characteristics. These findings provide evidence for the significant and independent role of field independence and metacognitive knowledge in L2 listening comprehension as an essential construct of cognitive abilities.
{"title":"Effects Of Field Independence, Metacognitive Knowledge, And Vocabulary Knowledge On Second Language Listening Comprehension","authors":"M. Satori","doi":"10.1080/10904018.2022.2056037","DOIUrl":"https://doi.org/10.1080/10904018.2022.2056037","url":null,"abstract":"ABSTRACT This study investigates the effects of linguistic knowledge (vocabulary knowledge) and cognitive abilities (metacognitive knowledge and cognitive styles) on the second language (L2) listening comprehension at different proficiency levels. The study has also sought to investigate whether or not cognitive abilities and L2 linguistic knowledge are distinct cognitive factors that can influence L2 listening comprehension. The participants were 106 EFL learners drawn from six English classes at a Japanese university. During the data collection phase, all participants administered the L2 listening comprehension test, Listening Vocabulary Level Test, Metacognitive Awareness Listening Questionnaire, and modified Group Embedded Figures Test. The results of the correlational analyses and regression analyses demonstrate that two cognitive variables, namely, metacognitive knowledge and cognitive style, have a direct impact on L2 listening comprehension, independently of vocabulary knowledge; their contribution to L2 listening test performance is affected by listeners’ proficiency and the listening tasks’ characteristics. These findings provide evidence for the significant and independent role of field independence and metacognitive knowledge in L2 listening comprehension as an essential construct of cognitive abilities.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47110731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.1080/10904018.2022.2042302
Nadine Nell-Tuor
ABSTRACT In Switzerland, national educational goals were implemented in 2011. They cover various fields, including listening. The goals specify the competencies Swiss students should have at certain points in their school career. The pupils’ achievement of these goals is tested regularly. This review of basic competencies takes place on tablet. In order to find out which of the competencies mentioned in the educational goals can be tested on tablet in the 4th grade (i.e., 7-8-year-old students in Switzerland), we carried out a feasibility study with the aim of showing which task formats are best suited to test each competency. The present article sheds light on the development of listening test items within the framework of the feasibility study. We present methodological and test theoretical considerations. The following questions are central: How can listening competence as defined in the Swiss educational goals for the 4th grade be operationalized? What listening items are suitable for the display on tablet? Can students aged 7 or 8 years handle the digital device? It will turn out that the tablet is entirely suitable for testing listening skills as described in the national educational goals at the end of the 4th grade.
{"title":"Tablet-based Listening Assessment in Switzerland – Task Development in Grade 4","authors":"Nadine Nell-Tuor","doi":"10.1080/10904018.2022.2042302","DOIUrl":"https://doi.org/10.1080/10904018.2022.2042302","url":null,"abstract":"ABSTRACT In Switzerland, national educational goals were implemented in 2011. They cover various fields, including listening. The goals specify the competencies Swiss students should have at certain points in their school career. The pupils’ achievement of these goals is tested regularly. This review of basic competencies takes place on tablet. In order to find out which of the competencies mentioned in the educational goals can be tested on tablet in the 4th grade (i.e., 7-8-year-old students in Switzerland), we carried out a feasibility study with the aim of showing which task formats are best suited to test each competency. The present article sheds light on the development of listening test items within the framework of the feasibility study. We present methodological and test theoretical considerations. The following questions are central: How can listening competence as defined in the Swiss educational goals for the 4th grade be operationalized? What listening items are suitable for the display on tablet? Can students aged 7 or 8 years handle the digital device? It will turn out that the tablet is entirely suitable for testing listening skills as described in the national educational goals at the end of the 4th grade.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41734319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-27DOI: 10.1080/10904018.2022.2042951
Vahid Aryadoust
ABSTRACT Although second language (L2) listening assessment has been the subject of much research interest in the past few decades, there remain a multitude of challenges facing the definition and operationalization of the L2 listening construct(s). Notably, the majority of L2 listening assessment studies are based upon the (implicit) assumption that listening is reducible to cognition and metacognition. This approach ignores emotional, neurophysiological, and sociocultural mechanisms underlying L2 listening. In this paper, the role of these mechanisms in L2 listening assessment is discussed and four gaps in understanding are explored: the nature of L2 listening, the interaction between listeners and the stimuli, the role of visuals, and authenticity in L2 listening assessments. Finally, a review of the papers published in the special issue is presented and recommendations for further research on L2 listening assessments are provided.
{"title":"The Known and Unknown About the Nature and Assessment of L2 Listening","authors":"Vahid Aryadoust","doi":"10.1080/10904018.2022.2042951","DOIUrl":"https://doi.org/10.1080/10904018.2022.2042951","url":null,"abstract":"ABSTRACT Although second language (L2) listening assessment has been the subject of much research interest in the past few decades, there remain a multitude of challenges facing the definition and operationalization of the L2 listening construct(s). Notably, the majority of L2 listening assessment studies are based upon the (implicit) assumption that listening is reducible to cognition and metacognition. This approach ignores emotional, neurophysiological, and sociocultural mechanisms underlying L2 listening. In this paper, the role of these mechanisms in L2 listening assessment is discussed and four gaps in understanding are explored: the nature of L2 listening, the interaction between listeners and the stimuli, the role of visuals, and authenticity in L2 listening assessments. Finally, a review of the papers published in the special issue is presented and recommendations for further research on L2 listening assessments are provided.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46888331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1080/10904018.2022.2021010
Holzknecht Franz
step our understanding of some of the key relevant for listening assessment and pedagogy. The individual studies in the addressed of in different contexts and the findings are relevant for language researchers and teachers alike. In this epilogue, summarize the studies and draw conclusions with regards to practical recommendations and future research in this area.
{"title":"Epilogue to the Special Issue on the Nature and Measurement of Second Language Listening","authors":"Holzknecht Franz","doi":"10.1080/10904018.2022.2021010","DOIUrl":"https://doi.org/10.1080/10904018.2022.2021010","url":null,"abstract":"step our understanding of some of the key relevant for listening assessment and pedagogy. The individual studies in the addressed of in different contexts and the findings are relevant for language researchers and teachers alike. In this epilogue, summarize the studies and draw conclusions with regards to practical recommendations and future research in this area.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41995219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1080/10904018.2022.2029705
Rebecca Yeager, Zachary Meyer
ABSTRACT This study investigates the effects of adding stem preview to an English for Academic Purposes (EAP) multiple-choice listening assessment. In stem preview, listeners may view the item stems, but not response options, before listening. Previous research indicates that adding preview to an exam typically decreases difficulty, but raises concerns about score interpretation. Concerningly, no previous studies have explored the impact of preview on item discrimination, a key assumption of a validity argument. Our study utilized a Latin square design controlling for group, lecture, and preview condition to explore the impact of stem preview on difficulty, item type, and discrimination. Analysis indicated no significant effects of preview condition on difficulty or item type overall at our chosen alpha level. However, comparisons of total scores revealed a bimodal distribution in the no-preview condition, but not in the preview condition, indicating lower-scoring students received a boost from stem preview. Additionally, preview significantly increased facility on one of the trivial items. Results for discrimination were more complicated. On two of the five discrimination indices in the study, preview significantly decreased item discrimination, but for the other three indices, effects were not significant. Implications for assessment developers and researchers are discussed.
{"title":"QUESTION PREVIEW IN ENGLISH FOR ACADEMIC PURPOSES LISTENING ASSESSMENT: THE EFFECT OF STEM PREVIEW ON DIFFICULTY, ITEM TYPE, AND DISCRIMINATION","authors":"Rebecca Yeager, Zachary Meyer","doi":"10.1080/10904018.2022.2029705","DOIUrl":"https://doi.org/10.1080/10904018.2022.2029705","url":null,"abstract":"ABSTRACT This study investigates the effects of adding stem preview to an English for Academic Purposes (EAP) multiple-choice listening assessment. In stem preview, listeners may view the item stems, but not response options, before listening. Previous research indicates that adding preview to an exam typically decreases difficulty, but raises concerns about score interpretation. Concerningly, no previous studies have explored the impact of preview on item discrimination, a key assumption of a validity argument. Our study utilized a Latin square design controlling for group, lecture, and preview condition to explore the impact of stem preview on difficulty, item type, and discrimination. Analysis indicated no significant effects of preview condition on difficulty or item type overall at our chosen alpha level. However, comparisons of total scores revealed a bimodal distribution in the no-preview condition, but not in the preview condition, indicating lower-scoring students received a boost from stem preview. Additionally, preview significantly increased facility on one of the trivial items. Results for discrimination were more complicated. On two of the five discrimination indices in the study, preview significantly decreased item discrimination, but for the other three indices, effects were not significant. Implications for assessment developers and researchers are discussed.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41413237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.1080/10904018.2021.1993446
Anna von Zansen, R. Hildén, Emma Laihanen
ABSTRACT In this study, we used the Rasch measurement to investigate the fairness of the listening section of a national computerized high-stakes English test for differential item functioning (DIF) across gender subgroups. The computerized test format inspired us to investigate whether the items measure listening comprehension differently for females and males. Exploring the functioning of novel task types including multimodal materials such as videos and pictures was especially interesting. Firstly, the unidimensionality and local independence of the data were examined as preconditions for DIF analysis. Secondly, the authors explored the performance of female and male students through DIF analysis using the Rasch measurement. The uniform DIF analysis showed that 25 items (out of 30 items) displayed DIF and favored different gender subgroups, whereas the effect size was not meaningful. The non-uniform DIF analysis revealed several items exhibiting DIF with a moderate to large effect size, favoring various gender and ability groups. Explanations for DIF are hypothesized. Finally, implications of the study regarding test development and fairness are discussed.
{"title":"The Multimodal Listening Test in a High-Stakes Context: Gender-Neutral or not?","authors":"Anna von Zansen, R. Hildén, Emma Laihanen","doi":"10.1080/10904018.2021.1993446","DOIUrl":"https://doi.org/10.1080/10904018.2021.1993446","url":null,"abstract":"ABSTRACT In this study, we used the Rasch measurement to investigate the fairness of the listening section of a national computerized high-stakes English test for differential item functioning (DIF) across gender subgroups. The computerized test format inspired us to investigate whether the items measure listening comprehension differently for females and males. Exploring the functioning of novel task types including multimodal materials such as videos and pictures was especially interesting. Firstly, the unidimensionality and local independence of the data were examined as preconditions for DIF analysis. Secondly, the authors explored the performance of female and male students through DIF analysis using the Rasch measurement. The uniform DIF analysis showed that 25 items (out of 30 items) displayed DIF and favored different gender subgroups, whereas the effect size was not meaningful. The non-uniform DIF analysis revealed several items exhibiting DIF with a moderate to large effect size, favoring various gender and ability groups. Explanations for DIF are hypothesized. Finally, implications of the study regarding test development and fairness are discussed.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46487112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-18DOI: 10.1080/10904018.2021.2004892
C. Kuo, Kirk Chang, Sheng Cheng
{"title":"CAN MANAGER’S LISTENING BEHAVIOR BENEFIT EMPLOYEES? POWER DISTANCE MAY HAVE THE ANSWER","authors":"C. Kuo, Kirk Chang, Sheng Cheng","doi":"10.1080/10904018.2021.2004892","DOIUrl":"https://doi.org/10.1080/10904018.2021.2004892","url":null,"abstract":"","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leisure reading confers significant benefits to children in both social and academic domains. However, the number of children who read for pleasure is decreasing and has been recently shown to drop off significantly between the ages of 8 and 9. Despite the rising popularity of audiobooks and podcasts, research on children listening to spoken stories remains in its infancy. Thus, the present study explores how children engage with these novel media. Fifty-two parents of children aged 8-13 years completed an online survey which asked about their children’s listening habits. Results showed that 74% of children listen to spoken stories, with the vast majority (92.5%) listening at least 1-2 times a week. While the survey revealed children are indeed engaging with both podcasts and audiobooks, being read aloud to continues to be the most popular format for story listening in this age group (77.4% of listeners). Across platforms, the genre most frequently listened to was fantasy stories (84.9%; more detailed descriptions of popular themes and sub-themes are described). In sum, access to technology is becoming an increasingly important part of children’s lives. The data described here provide a timely perspective and provide a basis for informed studies of listening engagement in children.
{"title":"A survey of narrative listening behaviors in 8-13-year-old children","authors":"Sarah Bobbitt, Björn Herrmann, B. Butler","doi":"10.31234/osf.io/8kces","DOIUrl":"https://doi.org/10.31234/osf.io/8kces","url":null,"abstract":"Leisure reading confers significant benefits to children in both social and academic domains. However, the number of children who read for pleasure is decreasing and has been recently shown to drop off significantly between the ages of 8 and 9. Despite the rising popularity of audiobooks and podcasts, research on children listening to spoken stories remains in its infancy. Thus, the present study explores how children engage with these novel media. Fifty-two parents of children aged 8-13 years completed an online survey which asked about their children’s listening habits. Results showed that 74% of children listen to spoken stories, with the vast majority (92.5%) listening at least 1-2 times a week. While the survey revealed children are indeed engaging with both podcasts and audiobooks, being read aloud to continues to be the most popular format for story listening in this age group (77.4% of listeners). Across platforms, the genre most frequently listened to was fantasy stories (84.9%; more detailed descriptions of popular themes and sub-themes are described). In sum, access to technology is becoming an increasingly important part of children’s lives. The data described here provide a timely perspective and provide a basis for informed studies of listening engagement in children.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42739649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.1080/10904018.2021.1992281
M. Bril, Anouk Gerrits, Merel Visser
ABSTRACT Listening comprehension is a real-time process, yet very little is known about the variables affecting real-time second language (L2) listening. The present study aimed at investigating the effects of syntactic complexity and word frequency on L2 listening. Furthermore, the role of the listener’s working memory capacity in listening comprehension was investigated. Fifty-three Dutch learners of French were tested using a working memory task and self-paced listening technique. Working memory scores and reaction times were collected as a measure of processing efficiency. Contrast analyses were run on the reaction times per variable. Correlation tests were run between the working memory scores and reaction times. The results showed that syntactic complexity affects L2 listening comprehension. However, no effect of word frequency on L2 listening and no correlation between working memory capacity and L2 listening in any of the conditions was found. We conclude that linguistic factors shown to affect offline L2 listening are not always generalizable to online L2 listening. We also conclude that working memory considered as a cognitive system separate from other cognitive processes involved in language comprehension does not explain individual differences in real-time L2 listening. Further research needs to be done to better understand (real-time) L2 listening comprehension.
{"title":"THE EFFECTS OF LINGUISTIC AND COGNITIVE FACTORS ON THE L2 PROCESSING OF ORAL INPUT: A SELF-PACED LISTENING EXPERIMENT","authors":"M. Bril, Anouk Gerrits, Merel Visser","doi":"10.1080/10904018.2021.1992281","DOIUrl":"https://doi.org/10.1080/10904018.2021.1992281","url":null,"abstract":"ABSTRACT Listening comprehension is a real-time process, yet very little is known about the variables affecting real-time second language (L2) listening. The present study aimed at investigating the effects of syntactic complexity and word frequency on L2 listening. Furthermore, the role of the listener’s working memory capacity in listening comprehension was investigated. Fifty-three Dutch learners of French were tested using a working memory task and self-paced listening technique. Working memory scores and reaction times were collected as a measure of processing efficiency. Contrast analyses were run on the reaction times per variable. Correlation tests were run between the working memory scores and reaction times. The results showed that syntactic complexity affects L2 listening comprehension. However, no effect of word frequency on L2 listening and no correlation between working memory capacity and L2 listening in any of the conditions was found. We conclude that linguistic factors shown to affect offline L2 listening are not always generalizable to online L2 listening. We also conclude that working memory considered as a cognitive system separate from other cognitive processes involved in language comprehension does not explain individual differences in real-time L2 listening. Further research needs to be done to better understand (real-time) L2 listening comprehension.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49126675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-12DOI: 10.1080/10904018.2021.1987910
Alyssa Kermad
{"title":"TRAINING THE “EVERYDAY” LISTENER HOW TO RATE ACCENTED SPEECH","authors":"Alyssa Kermad","doi":"10.1080/10904018.2021.1987910","DOIUrl":"https://doi.org/10.1080/10904018.2021.1987910","url":null,"abstract":"","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46151844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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