Notetaking as validity evidence: A mixed-methods investigation of question preview in EAP listening assessment

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rebecca Yeager , GoMee Park , Ray J.T. Liao
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Abstract

Recent scholarship has questioned the cognitive validity of listening tests with preview, in which test-takers can see test questions before listening. This study mined student notes for evidence of cognitive processes in listening tests with and without preview, using a mixed-methods design that explored the effect of test format on notetaking behaviors. Qualitative analysis indicated that students who previewed items were more likely to systematically omit information, highlight previewed keywords, and engage in shallower structural representation. Conversely, Kruskal-Wallis tests revealed that students who listened without preview took more notes, especially of main ideas and details, and had better coverage of the lecture. However, correlation and hierarchical linear regression analyses found these notetaking achievements did not predict higher scores in the no-preview condition, while in the preview condition, only note quantity and focus on minor ideas predicted scores. Both strands of data suggest that students' cognitive processes were shaped by the format of the exam they experienced. These findings may bear on validity arguments for listening assessment and inform the way that language instructors prepare their students for academic listening.

记笔记作为有效性证据:EAP 听力评估中问题预览的混合方法调查
最近有学者对带有预览功能的听力测试的认知有效性提出了质疑,因为在这种测试中,考生可以在听之前看到测试题。本研究采用混合方法设计,探讨了测试形式对记笔记行为的影响,从而挖掘了学生在有预览和无预览听力测试中的认知过程。定性分析显示,预览题目的学生更有可能系统性地省略信息、突出关键词,以及进行较浅的结构表征。相反,Kruskal-Wallis 检验表明,不做预览的学生做的笔记更多,尤其是主要观点和细节,对讲座的覆盖面也更广。然而,相关分析和分层线性回归分析发现,在无预览条件下,这些笔记成绩并不能预测更高的分数,而在预览条件下,只有笔记数量和对次要观点的关注能预测分数。这两组数据都表明,学生的认知过程是由他们所经历的考试形式决定的。这些发现可能会对听力评估的有效性产生影响,并为语言教师如何帮助学生准备学术听力提供参考。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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