Adapting multiple-choice comprehension question formats in a test of second language listening comprehension

buir.contributor.authorO’Grady, Stefan
buir.contributor.orcidO’Grady, Stefan|0000-0003-3810-713X
dc.citation.epage25en_US
dc.citation.spage1en_US
dc.contributor.authorO’Grady, Stefan
dc.date.accessioned2022-03-01T11:24:50Z
dc.date.available2022-03-01T11:24:50Z
dc.date.issued2021
dc.departmentFaculty Academic English Programen_US
dc.description.abstractThe current study explores the impact of varying multiple-choice question preview and presentation formats in a test of second language listening proficiency targeting different levels of text comprehension. In a between-participant design, participants completed a 30-item test of listening comprehension featuring implicit and explicit information comprehension questions under one of four multiple-choice question preview and presentation conditions. Interactions between preview, presentation and comprehension in the participants’ test scores were analysed using many facet Rasch analysis. The results suggest that the measurement of participants’ listening ability was directly influenced by the presentation of multiple-choice questions. Test scores were highest when participants were able to preview the multiple-choice question stems before the sound file and listened to the options after the text had completed. However, interactions between preview and presentation conditions and comprehension level were only statistically significant in an analysis of the low scoring students’ item responses, which were more frequently correct when preview of item stems was available for questions targeting comprehension of implicit information. The research underscores the importance of accounting for test design when making inferences about language learners’ listening ability and will be of interest to teachers, practitioners and researchers developing listening assessment tasks.en_US
dc.identifier.doi10.1177/1362168820985367en_US
dc.identifier.eissn1477-0954
dc.identifier.issn1362-1688
dc.identifier.urihttp://hdl.handle.net/11693/77653
dc.language.isoEnglishen_US
dc.publisherSage Publicationsen_US
dc.relation.isversionofhttps://doi.org/10.1177/1362168820985367en_US
dc.rightsCC BY-NC 4.0 DEED (Attribution-NonCommercial 4.0 International)
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.source.titleLanguage Teaching Researchen_US
dc.subjectEnglish as a second languageen_US
dc.subjectListening comprehensionen_US
dc.subjectMultiple-choice questionsen_US
dc.subjectRasch measurementen_US
dc.titleAdapting multiple-choice comprehension question formats in a test of second language listening comprehensionen_US
dc.typeArticleen_US
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