Content-Rich versus Content Deficient Video-Based Visuals in L2 Academic Listening Tests: Pilot Study

Autor/in	Lesnov, Roman Olegovich
Titel	Content-Rich versus Content Deficient Video-Based Visuals in L2 Academic Listening Tests: Pilot Study
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 8 (2018) 1, S.15-30, Artikel 2 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2018010102
Schlagwörter	Second Language Learning; Second Language Instruction; Video Technology; Classification; English (Second Language); Listening Comprehension Tests; Language Tests; Test Items; Academic Language; Visual Stimuli; Cues; Nonverbal Communication; Computer Software; Intensive Language Courses; Foreign Students; College Students; Scores; Computer Security; Test Format; Correlation; Psychometrics; Language Proficiency; Difficulty Level + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Classification system; Klassifikation; Klassifikationssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverstehensübung; Language test; Sprachtest; Test content; Testaufgabe; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Intensivkurs; Sprachkurs; Collegestudent; Computervirus; Computersicherheit; Testentwicklung; Korrelation; Psychometry; Psychometrie; Language skill; Language skills; Sprachkompetenz; Schwierigkeitsgrad
Abstract	This article compares second language test-takers' performance on an academic listening test in an audio-only mode versus an audio-video mode. A new method of classifying video-based visuals was developed and piloted, which used L2 expert opinions to place the video on a continuum from being content-deficient (not helpful for answering comprehension items) to content-rich (very helpful for answering comprehension items). The video for one testlet contained only the speaker's non-verbal cues and was found to be content-deficient. The other video contained non-verbal cues overlapping with PowerPoint text and was deemed content-rich. Seventy-three ESL learners participated in the study. The video type classification method was shown to be reliable and practical. The results of the Rasch analysis showed no significant impact of condition, either the content-deficient or the content-rich, either at the testlet level or at the item level. Possible reasons and implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01