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• W1975208940 abstract "The listening comprehension section of the TOEFL has traditionally involved audio presentations of language without accompanying visual stimuli. Now that TOEFL is computer based, listening comprehension items are being created that include both audio and visual information. A nested cross-over design (participants nested in proficiency, level and form) was used to examine the effects of visual condition (present or absent), type of stimuli (dialogues/short conversations, academic discussions and mini-talks) and language proficiency (high or low) on performance on CBT (Computer-based Test) listening comprehension items. Three two-way interactions were significant: proficiency by type of stimuli, type of stimuli by visual condition and type of stimuli by time. The interaction between type of stimuli by visual condition although weak, was perhaps the most interesting and indicated that the presence of visuals results in facilitation of performance when the visuals bear information that complements the audio portion of the stimulus." @default.
• W1975208940 created "2016-06-24" @default.
• W1975208940 creator A5047468364 @default.
• W1975208940 date "2002-04-01" @default.
• W1975208940 modified "2023-09-29" @default.
• W1975208940 title "Context and content visuals and performance on listening comprehension stimuli" @default.
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• W1975208940 doi "https://doi.org/10.1191/0265532202lt225oa" @default.
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