چکیده:
This quasi-experimental study aimed to compare the effect of different modes and item types of multiple-choice (MC) test items on advanced EFL learners’ listening comprehension and perception. To this end, 80 advanced EFL learners, aging 18 to 30, were selected. The participants took a listening test including dialogue-completion and question and answer multiple-choice items presented in written and oral modes. In addition, the participants were given a questionnaire on their perceptions of the oral and written modes. The results of two-way repeated measures ANOVA showed that there was no significant difference between the participants’ scores in the oral and written modes. Moreover, they received similar scores on the two item types. However, in their questionnaire responses, most of the participants preferred the written mode to the oral mode. The results also imply that although presenting the multiple-choice test items in the oral mode may form a pure test of listening comprehension, there are acceptable reasons for presenting the multiple-choice listening items in the written mode.
خلاصه ماشینی:
The Effects of Presenting Multiple-Choice Test Items in Oral and Written Modes and Item Types on Advanced EFL Learners’ Listening Comprehension and Perception Mohammad Taghi Farvardin Assistant Professor, Ahvaz Branch, Islamic Azad University, Ahvaz farvardin@iauahvaz.
com Abstract This quasi-experimental study aimed to compare the effect of different modes and item types of multiple-choice (MC) test items on advanced EFL learners’ listening comprehension and perception.
The participants took a listening test including dialogue- completion and question and answer multiple-choice items presented in written and oral modes.
Keywords: Advanced EFL Learners, Item Type, Listening Performance, Listening Perception, Multiple-choice Test, Oral Mode, Written Mode 1.
However, the results of previous studies have revealed that there is no unanimity whether all formats and modes of MC test items are equally suitable to measure EFL learners’ listening performance (Chang & Read, 2013).
In addition, no studies on the effect of oral and written mode of question/option presentation made any distinction between different item types (Chang, 2005; Chang & Read, 2013; Wu, 1998; Yanagawa & Green, 2008).
In light of the pedagogical needs and the research gaps, the present study investigated the effect of modes of item presentation together with that of different item types of MC questions on advanced learners’ listening comprehension test performance and perception.
To answer the first three research questions, a repeated measure two-way ANOVA was used for analysis to examine the effect of presentation mode and item type on test- takers’ L2 listening performance and perception.