Adapting Multiple-Choice Comprehension Question Formats in a Test of Second Language Listening Comprehension

Autor/in	O'Grady, Stefan
Titel	Adapting Multiple-Choice Comprehension Question Formats in a Test of Second Language Listening Comprehension
Quelle	In: Language Teaching Research, 27 (2023) 6, S.1431-1455 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Grady, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820985367
Schlagwörter	Language Tests; Multiple Choice Tests; Scores; Second Language Learning; Second Language Instruction; Language Proficiency; Listening Comprehension Tests; Test Preparation; Test Items; Correlation; Test Format; Test Construction; Inferences; English (Second Language); Undergraduate Students; College Preparation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Hörverstehensübung; Test content; Testaufgabe; Korrelation; Testentwicklung; Testaufbau; Inference; Inferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Türkei
Abstract	The current study explores the impact of varying multiple-choice question preview and presentation formats in a test of second language listening proficiency targeting different levels of text comprehension. In a between-participant design, participants completed a 30-item test of listening comprehension featuring implicit and explicit information comprehension questions under one of four multiple-choice question preview and presentation conditions. Interactions between preview, presentation and comprehension in the participants' test scores were analysed using many facet Rasch analysis. The results suggest that the measurement of participants' listening ability was directly influenced by the presentation of multiple-choice questions. Test scores were highest when participants were able to preview the multiple-choice question stems before the sound file and listened to the options after the text had completed. However, interactions between preview and presentation conditions and comprehension level were only statistically significant in an analysis of the low scoring students' item responses, which were more frequently correct when preview of item stems was available for questions targeting comprehension of implicit information. The research underscores the importance of accounting for test design when making inferences about language learners' listening ability and will be of interest to teachers, practitioners and researchers developing listening assessment tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01