Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires

Autor/inn/en	Low, Andralyn Rui Lin; Aryadoust, Vahid
Titel	Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires
Quelle	In: International Journal of Listening, 37 (2023) 2, S.93-112 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Low, Andralyn Rui Lin) ORCID (Aryadoust, Vahid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2021.1883433
Schlagwörter	Test Wiseness; Listening Comprehension Tests; Eye Movements; Questionnaires; Item Response Theory; Path Analysis; Scores; Predictor Variables; Self Evaluation (Individuals); Test Validity; Test Construction; Listening Skills; College Students; Foreign Countries; Psychometrics; Singapore + Suchen Sie Ihr Suchwort? Hörverstehensübung; Augenbewegung; Fragebogen; Item-Response-Theorie; Pfadanalyse; Prädiktor; Testvalidität; Testaufbau; Collegestudent; Ausland; Psychometry; Psychometrie; Singapur
Abstract	This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants' gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, "t"-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants' final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01