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The Effect of Double-play in L2 Listening Comprehension Tests on Test-takers’ Performance and Performance Appraisals

Research output: Contribution to journalArticle

  • Suh Keong Kwon
Original languageEnglish
Pages (from-to)27-49
Number of pages23
JournalEnglish Language Teaching
Volume29
Issue number2
DateAccepted/In press - 12 Jun 2017
DatePublished (current) - 30 Jun 2017

Abstract

The issue of providing a second listening opportunity to test-takers is a disputed subject within the field of L2 listening assessment that remains inconclusive. In response to the call for further investigation into this issue, this study explores the extent to which having a double-play opportunity in a listening test impacts on test-takers’ performance and performance appraisal.
Furthermore, this study examines task types and number of words as potential factors influencing the double-play effect in a listening test. Ninety-six high school EFL learners in Korea were divided into two subgroups, and a set of 15 English listening test items selected from past versions of the College Scholastic Ability Test (CSAT) was administered to each group separately in single-play and double-play conditions respectively. Test scores and a performance appraisal index were collected from both groups and compared using an independent samples t-test. The results showed that although double-play did not have a significant effect on test taker’s test performance, it lowered test-takers’ performance appraisals compared to single-play, particularly among low proficiency learners. In addition, the findings showed that test-takers’ test performance were improved when the listening stimuli was longer, and that this relationship was stronger for double-play.

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