Research Article
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Effect of Input Mode on EFL Free-Recall Listening Performance: A Mixed-Method Study

Year 2019, , 1 - 22, 24.03.2019
https://doi.org/10.32601/ejal.543773

Abstract

This study conducted a
mixed-method study of the influence of audio and video input
mode on
free-recall listening performance. It first explored quantitatively whether
input mode significantly influenced 34 sophomores’ performance in general
and across two genres (passage and long dialogue) and
three ranks of idea units
(the discourse
topic, main point
, and supporting detail). Then it investigated qualitatively how four
of the participants interacted with the audio and video input. T-test results
showed the video mode significantly facilitated listening performance in
general and for long dialogue in particular,
as well as the
recall of supporting details for long dialogue. Qualitative findings revealed
that the participants’ interaction with the video varied with their language
proficiency and the visual-verbal relationship in the input, suggesting the
threshold of language proficiency for the visuals to take effect
and the
intervening effect of visual input and task features.

References

  • ALA (2011). ACRL visual literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/visualliteracy
  • Bachman, L. F. & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Batty, A. O. (2015). A comparison of video-and audio-mediated listening tests with many-facet Rasch modeling and differential distractor functioning. Language Testing, 32(1), 3-20.
  • Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.
  • Chapelle, C. (2002). Construct definition and validity inquiry in SLA research. In L. F. Bachman & A. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 32-70). Beijing, China: Foreign Language Teaching and Research Press.
  • Coniam, D. (2001). The use of audio or video comprehension as an assessment instrument in the certification of English language teachers: A case study. System, 29(1), 1-14.
  • Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176.
  • Cubilo, J. & Winke, P. (2013). Redefining the L2 listening construct within an integrated writing task: Considering the impacts of visual-cue on interpretation and note-taking. Language Assessment Quarterly, 10(4), 371-397.
  • Dunkel, P., Henning, G., & Chaudron, C. (1993). The assessment of an L2 listening comprehension construct: A tentative model for test specification and development. The Modern Language Journal, 77(2), 180-191.
  • Feak, C. B. & Salehzadeh, J. (2001). Challenges and issues in developing an EAP video listening placement assessment: A view from one program. English for Specific Purposes, 20, 477-493.
  • Field, J. (2008). Bricks or mortar: Which parts of the input does a second language listener rely on? TESOL Quarterly, 42, 411-432.
  • Ginther, A. (2002). Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19(2), 133-167.
  • Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11, 255-274.
  • Grimes, T. (1991). Mild auditory-visual dissonance in television news may exceed viewer attentional capacity. Human Communication Research, 18(2), 268-298.
  • Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted Language Learning, 17(1), 51-82.
  • Gruba, P. (2006). Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology, 10(2), 77-92.
  • Jang, E. E., Wagner, M., & Park, G. (2014). Mixed methods research in language testing and assessment. Annual Review of Applied Linguistics, 34, 123-153.
  • Kress, G. R., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London, UK: Routledge.
  • Lesnov, R. O. (2017). Using videos in ESL listening achievement tests: Effects on difficulty. Eurasian Journal of Applied Linguistics, 3, 67-91.
  • Lesnov, R. O. (2018). Content-rich versus content-deficient video-based visuals in L2 academic listening tests: pilot study. International Journal of Computer-Assisted Language Learning and Teaching, 8(1), 15-30.
  • Li, Z. (2013). The issues of construct definition and assessment authenticity in video-based listening comprehension tests: Using an argument-based validation approach. International Journal of Language Studies, 7(2), 61-82.
  • Mohamadkhani, K., Farokhi, E. N., & Farokhi, H. N. (2013). The effect of using audio files on improving listening comprehension. International Journal of Learning and Development, 3(1), 132-137.
  • Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24(4), 517-537.
  • O’Halloran, K. (2004). Multimodal discourse analysis: Systemic functional perspectives. London, UK: Continuum.
  • Paivio, A. (1986). Mental representations: A dual-coding approach. Oxford, UK: Oxford University Press.
  • Pardo-Ballester, C. (2016). Using video in web-based listening tests. Journal of New Approaches in Educational Research, 5(2), 91-98.
  • Progosh, D. (1996). Using video for listening assessment: Opinions of test-takers. TESL Canada Journal, 14(1), 34-44.
  • Pusey, K. & Lenz, K. (2014). Investigating the interaction of visual input, working memory, and listening comprehension. Language Education in Asia, 5(1), 66-80.
  • Rost, M. (1990). Listening in language learning. London, England: Longman.
  • Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199-221.
  • Schriver, K. A. (1997). Dynamics in document design: Creating text for readers. New York, NY: John Wiley & Sons, Inc.
  • Seo, K. (2002). Research Note: the effect of visuals on listening comprehension: A study of Japanese learners’ listening strategies. International Journal of Listening, 16(1), 57-81.
  • Shang, H. F. (2005). An investigation of cognitive operations on L2 listening comprehension performance: An exploratory study. International Journal of Listening, 19(1), 51-62.
  • Shin, D. (1998). Using videotaped lectures for testing academic listening proficiency. International Journal of Listening, 12(1), 57-80.
  • Stokes, S. (2002). Visual literacy in teaching and learning: A literature perspective. Electronic Journal for the integration of Technology in Education, 1(1), 10-19.
  • Sueyoshi, A. & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661-699.
  • Suvorov, R. (2009). Context visuals in L2 listening tests: The effects of photographs and video vs. audio-only format. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp. 53-68). Ames, IA: Iowa State University.
  • Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32(4), 1-21.
  • Wagner, E. (2002). Video listening tests: A pilot study. Working Papers in TESOL & Applied Linguistics, 2(1), 1-39.
  • Wagner, E. (2007). Are they watching? Test-taker viewing behavior during an L2 video listening test. Language Learning & Technology, 11(1), 67-86.
  • Wagner, E. (2008). Video listening tests: what are they measuring? Language Assessment Quarterly, 5(3), 218-243.
  • Wagner, E. (2010a). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4). 493-513.
  • Wagner, E. (2010b). Test-takers’ interaction with an L2 video listening test. System, 38(2), 280-291.
  • Wagner, E. (2013). An investigation of how the channel of input and access to test questions affect L2 listening test performance. Language Assessment Quarterly, 10(2), 178-195.
  • Zheng, Y., & Cheng, L. (2008). College English Test (CET) in China. Language Testing, 25(3), 408-417.
Year 2019, , 1 - 22, 24.03.2019
https://doi.org/10.32601/ejal.543773

Abstract

References

  • ALA (2011). ACRL visual literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/visualliteracy
  • Bachman, L. F. & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Batty, A. O. (2015). A comparison of video-and audio-mediated listening tests with many-facet Rasch modeling and differential distractor functioning. Language Testing, 32(1), 3-20.
  • Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.
  • Chapelle, C. (2002). Construct definition and validity inquiry in SLA research. In L. F. Bachman & A. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 32-70). Beijing, China: Foreign Language Teaching and Research Press.
  • Coniam, D. (2001). The use of audio or video comprehension as an assessment instrument in the certification of English language teachers: A case study. System, 29(1), 1-14.
  • Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176.
  • Cubilo, J. & Winke, P. (2013). Redefining the L2 listening construct within an integrated writing task: Considering the impacts of visual-cue on interpretation and note-taking. Language Assessment Quarterly, 10(4), 371-397.
  • Dunkel, P., Henning, G., & Chaudron, C. (1993). The assessment of an L2 listening comprehension construct: A tentative model for test specification and development. The Modern Language Journal, 77(2), 180-191.
  • Feak, C. B. & Salehzadeh, J. (2001). Challenges and issues in developing an EAP video listening placement assessment: A view from one program. English for Specific Purposes, 20, 477-493.
  • Field, J. (2008). Bricks or mortar: Which parts of the input does a second language listener rely on? TESOL Quarterly, 42, 411-432.
  • Ginther, A. (2002). Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19(2), 133-167.
  • Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11, 255-274.
  • Grimes, T. (1991). Mild auditory-visual dissonance in television news may exceed viewer attentional capacity. Human Communication Research, 18(2), 268-298.
  • Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted Language Learning, 17(1), 51-82.
  • Gruba, P. (2006). Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology, 10(2), 77-92.
  • Jang, E. E., Wagner, M., & Park, G. (2014). Mixed methods research in language testing and assessment. Annual Review of Applied Linguistics, 34, 123-153.
  • Kress, G. R., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London, UK: Routledge.
  • Lesnov, R. O. (2017). Using videos in ESL listening achievement tests: Effects on difficulty. Eurasian Journal of Applied Linguistics, 3, 67-91.
  • Lesnov, R. O. (2018). Content-rich versus content-deficient video-based visuals in L2 academic listening tests: pilot study. International Journal of Computer-Assisted Language Learning and Teaching, 8(1), 15-30.
  • Li, Z. (2013). The issues of construct definition and assessment authenticity in video-based listening comprehension tests: Using an argument-based validation approach. International Journal of Language Studies, 7(2), 61-82.
  • Mohamadkhani, K., Farokhi, E. N., & Farokhi, H. N. (2013). The effect of using audio files on improving listening comprehension. International Journal of Learning and Development, 3(1), 132-137.
  • Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24(4), 517-537.
  • O’Halloran, K. (2004). Multimodal discourse analysis: Systemic functional perspectives. London, UK: Continuum.
  • Paivio, A. (1986). Mental representations: A dual-coding approach. Oxford, UK: Oxford University Press.
  • Pardo-Ballester, C. (2016). Using video in web-based listening tests. Journal of New Approaches in Educational Research, 5(2), 91-98.
  • Progosh, D. (1996). Using video for listening assessment: Opinions of test-takers. TESL Canada Journal, 14(1), 34-44.
  • Pusey, K. & Lenz, K. (2014). Investigating the interaction of visual input, working memory, and listening comprehension. Language Education in Asia, 5(1), 66-80.
  • Rost, M. (1990). Listening in language learning. London, England: Longman.
  • Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199-221.
  • Schriver, K. A. (1997). Dynamics in document design: Creating text for readers. New York, NY: John Wiley & Sons, Inc.
  • Seo, K. (2002). Research Note: the effect of visuals on listening comprehension: A study of Japanese learners’ listening strategies. International Journal of Listening, 16(1), 57-81.
  • Shang, H. F. (2005). An investigation of cognitive operations on L2 listening comprehension performance: An exploratory study. International Journal of Listening, 19(1), 51-62.
  • Shin, D. (1998). Using videotaped lectures for testing academic listening proficiency. International Journal of Listening, 12(1), 57-80.
  • Stokes, S. (2002). Visual literacy in teaching and learning: A literature perspective. Electronic Journal for the integration of Technology in Education, 1(1), 10-19.
  • Sueyoshi, A. & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661-699.
  • Suvorov, R. (2009). Context visuals in L2 listening tests: The effects of photographs and video vs. audio-only format. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp. 53-68). Ames, IA: Iowa State University.
  • Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32(4), 1-21.
  • Wagner, E. (2002). Video listening tests: A pilot study. Working Papers in TESOL & Applied Linguistics, 2(1), 1-39.
  • Wagner, E. (2007). Are they watching? Test-taker viewing behavior during an L2 video listening test. Language Learning & Technology, 11(1), 67-86.
  • Wagner, E. (2008). Video listening tests: what are they measuring? Language Assessment Quarterly, 5(3), 218-243.
  • Wagner, E. (2010a). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4). 493-513.
  • Wagner, E. (2010b). Test-takers’ interaction with an L2 video listening test. System, 38(2), 280-291.
  • Wagner, E. (2013). An investigation of how the channel of input and access to test questions affect L2 listening test performance. Language Assessment Quarterly, 10(2), 178-195.
  • Zheng, Y., & Cheng, L. (2008). College English Test (CET) in China. Language Testing, 25(3), 408-417.
There are 45 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Jaqueline Shi This is me 0000-0002-5054-4626

Publication Date March 24, 2019
Published in Issue Year 2019

Cite

APA Shi, J. (2019). Effect of Input Mode on EFL Free-Recall Listening Performance: A Mixed-Method Study. Eurasian Journal of Applied Linguistics, 5(1), 1-22. https://doi.org/10.32601/ejal.543773