The Effect of Double-play in L2 Listening Comprehension Tests on Test-takers’ Performance and Performance Appraisals

Kwon, Suh Keong; Park, A Young

doi:10.17936/pkelt.2017.29.2.002

Cited by 1 publication

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“…In contrast to the findings discussed above, the majority of studies which have investigated the effects of double play in L2 listening pedagogy and assessment found that it was beneficial compared to single play in terms of (1) quantity and accuracy of recalled lexical items and propositions (Lund, 1991), (2) an increase in perceived listening performance by students (Kwon & Park, 2017), and (3) actual listening performance as indicated through test scores (Aryadoust, 2020; Berne, 1995; Chang & Read, 2006; Field, 2015; Iimura, 2007; Ruhm et al., 2016; Sakai, 2009; Sherman, 1997). Similar to the research above, however, notable limitations of these studies include small sample sizes, that is, fewer than 50 participants in each condition (Aryadoust, 2020; Berne, 1995; Chang & Read, 2006; Iimura, 2007; Ruhm et al., 2016; Sakai, 2009; Sherman, 1997) or the use of listening tasks developed without field testing and/or prior statistical item analysis (Aryadoust, 2020; Berne, 1995; Chang & Read, 2006; Kwon & Park, 2017; Lund, 1991; Sherman, 1997). In addition, none of the studies adopted a fully counter‐balanced research design where task ordering effects were considered.…”

Section: Literature Reviewmentioning

confidence: 77%

Repeating the Listening Text: Effects on Listener Performance, Metacognitive Strategy Use, and Anxiety

Holzknecht

Harding

2023

TESOL Quarterly

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In second language listening assessment and pedagogy, practitioners hold different views on whether to repeat a listening text in contexts where inferences about listening ability are to be drawn from task performance. To address this issue, we investigated the effects of repeating the listening text (double play) on listener performance, listening strategies, test‐taking strategies, test‐taking anxiety, and listening anxiety. Three hundred six Austrian secondary school students responded to four listening tasks drawn from the Austrian Matura exam and completed questionnaires measuring strategic behavior and anxiety in a counter‐balanced research design. Data were analyzed using many‐facet Rasch measurement (MFRM), factor analysis, and inferential statistics. Findings confirmed that double play led to higher levels of listener performance across two task types (multiple‐choice items and note completion), however, scores were higher in the single play condition compared to the first play of double play. Students also reported lower levels of anxiety, and the use of more listening strategies and fewer test‐taking strategies in double play compared to single play with small effect sizes. We discuss the importance of balancing an empirically derived understanding of the effects of repeating the listening text with considerations of the purpose of an assessment, and the characteristics of the target language use domain.

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