The Effects of Test Formats on Taiwanese EFL Learners&;apos;&;apos; Listening Comprehension Test Performance

• Main Authors: Pin-Shin Guo, 郭品欣
• Other Authors: Feng-Sheng Hung
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/77431583956903440690

碩士 === 國立高雄第一科技大學 === 應用英語系應用語言學與英語教學碩士班 === 102 === The purpose of this study was to investigate the effects of test formats on Taiwanese EFL Learners’ listening comprehension test performance. Two experiments were conducted in this study. Experiment One examined the effect of text formats on listening test performance. There were 60 students taking part in this experiment. They were from an intact English class of first-year business-majored students in a technological university of Tainan City. The researcher adopted a questionnaire and three sets of audio-only listening comprehension tests. The questionnaire was a background survey used to help the researcher understand the participants’ English learning background information and experience. Each set of the audio-only listening tests contained a total of twenty multiple-choice comprehension questions, including ten for the ten dialogues and the other ten for the four lecturettes. Experiment Two aimed to find out the effect of media types on listening test performance. There were 60 students participating in the experiment. They were randomly selected from a group of first-year business-majored students in a technological university of Tainan City. They were randomly assigned to one of the two groups: the control group, which received audio texts only, and the experimental group, which received video texts, and each group had 30 students. The researcher adopted a questionnaire and three sets of listening comprehension tests. Each set of the listening tests contained five dialogues pertaining to the issue of everyday activities and twenty multiple-choice comprehension questions in total. There were two major results obtained from this study. First, there was a significant difference in the scores of the audio-only listening comprehension tests between the two text formats. The students received the higher scores on the dialogue parts than on the lecturette parts in the audio-only listening comprehension tests. Second, there was a significant difference in the scores of the listening comprehension tests between the experimental group and the control group. The students of the experimental group scored significantly higher than those of the control group on the listening comprehension tests. Finally, this study proposed pedagogical implications and suggestions for future research.