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• W349708133 abstract "AbstractAn experiment was conducted to explore the effect of viewing test items different times in a listening comprehension test. In this experiment three groups viewed listening comprehension test items three different times. The first group viewed these items before listening to the text for two times (before reading group) while the second one viewed them after listening to two times (after reading group). The third group, on the other hand, viewed the questions between two listening (sandwich group).First, the Test of English as a Foreign Language (TOEFL) was used to divide the testees in to three groups with comparable listening abilities. The data obtained from this standardized test was analyzed using descriptive and inferential statistics. The result then showed that the three groups were comparable in their listening abilities. After this was done, a listening test for first year English for Academic Purpose students prepared by experts was administered to investigate the mentioned treatments.To accept or reject the null hypothesis which stated that viewing test items different times in a listening test has no effect on the testees' performance, a one-way ANOVA was employed. The ANOVA then detected a significant mean difference in scores across the three approaches. The calculated value of F (F=8-440 with degrees of freedom 2 and 132) exceeded the value of F tabulated .05 probability set for this study. As a result, the null hypothesis mentioned above was rejected. The Scheffs post hoc comparison of means showed that the 'sandwich group' produced significantly higher scores in the listening comprehension test than did the 'after reading group' and the 'before reading group'. On the other hand, these latter groups did not show a significant difference in their performances.IntroductionMost English for Academic Purpose (EAP) listening tests allow students to listen to listening texts one time followed by requiring them to answer the test questions. In some other testing contexts, students are allowed to listen to a text twice in a row before they attempt the test questions. However, in this technologically advancing world, the use of digital technology like MP3 player & recorder, mobile phones and other voice recording devices have become very common in classrooms. As a result, most normative English speakers' and even the native ones as well record lectures to use them for several re-listening opportunities that range from viewing study exercises in any combination of the different parts of a lecture. However, for a long time, when students in higher education attended a lecture in English, they usually had only one opportunity to listen to a given lecture. As a result, most of them fill the information gap in their lecture notes by comparing their notes with other students who have taken good notes, and by completing their incomplete notes from relevant reading materials.Technology has altered the traditional common practice of listening to a lecture one time because the contemporary practice shows that students listen the same lecture again and again with a possibility of pausing the lecture any spot for a better understanding. If this is the current practice, how should we approach testing listening for Academic Purposes?Models of Listening ComprehensionThe listening process, according to the bottom-up model theorists, starts from the lower of decoding input and ends with the higher of the input. More specifically, this model suggests that at the lowest the acoustic input is decoded into phonemes and then the information obtained is used to identify individual words, after which processing continues on to the next stage, the syntactic level (Buck, 1994 : 150). This, therefore, implies that the semantic content of an utterance is extracted after the syntactic is completed. In sum, bottom-up processing model assumes a fixed order of processing of an input, which is going through a number of consecutive stages in predetermined stages and orders. …" @default.
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• W349708133 date "2013-06-01" @default.
• W349708133 modified "2023-09-24" @default.
• W349708133 title "Does Viewing Test Items at Different Times Matter in English for Academic Purpose Listening Test" @default.
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