NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1411324
Record Type: Journal
Publication Date: 2024
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: EISSN-1545-7249
Repeating the Listening Text: Effects on Listener Performance, Metacognitive Strategy Use, and Anxiety
Franz Holzknecht; Luke Harding
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v58 n1 p451-478 2024
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.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A