Home > Research > Publications & Outputs > Is anybody listening?

Links

Text available via DOI:

View graph of relations

Is anybody listening?: The nature of second language listening in integrated listening-to-summarize tasks

Research output: Contribution to journalJournal article

E-pub ahead of print

Standard

Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks. / Anchana, Rukthong; Brunfaut, Tineke.

In: Language Testing, Vol. 37, No. 1, 01.11.2020, p. 31-53.

Research output: Contribution to journalJournal article

Harvard

APA

Vancouver

Author

Bibtex

@article{a46f30db8b8042468cbc4353241366c0,
title = "Is anybody listening?: The nature of second language listening in integrated listening-to-summarize tasks",
abstract = "Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks with reading input. Little is known about the nature of listening comprehension in integrated listening-to-write or listening-to-speak tasks. This study therefore investigates the listening construct underlying integrated tasks with oral input and its effect on summary accuracy. Eight listening-to-summarize tasks (four listening-to-speak, four listening-to-write) were administered to 72 Thai-L1, English-L2 students. Sixty participants provided their views on sources of listening difficulty through post-task questionnaires. Twelve participants produced stimulated recalls on their listening comprehension processing. The analyses of the recalls, combined with participants' listening notes and oral/written summaries, revealed participants' use of several cognitive listening processes and their monitoring through (meta)cognitive strategies, functioning interactively and interdependently in complex ways. The use of listening processes and strategies varied between tasks with different listening inputs, partly owing to differences in the passages' linguistic difficulty (as perceived by the participants). However, the successful application of these processes and strategies (and their combinations) proved to be a prerequisite for producing accurate summaries.",
keywords = "language testing, testing listening, integrated testing, second language listening",
author = "Rukthong Anchana and Tineke Brunfaut",
year = "2019",
month = aug
day = "30",
doi = "10.1177/0265532219871470",
language = "English",
volume = "37",
pages = "31--53",
journal = "Language Testing",
issn = "0265-5322",
publisher = "SAGE Publications Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Is anybody listening?

T2 - The nature of second language listening in integrated listening-to-summarize tasks

AU - Anchana, Rukthong

AU - Brunfaut, Tineke

PY - 2019/8/30

Y1 - 2019/8/30

N2 - Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks with reading input. Little is known about the nature of listening comprehension in integrated listening-to-write or listening-to-speak tasks. This study therefore investigates the listening construct underlying integrated tasks with oral input and its effect on summary accuracy. Eight listening-to-summarize tasks (four listening-to-speak, four listening-to-write) were administered to 72 Thai-L1, English-L2 students. Sixty participants provided their views on sources of listening difficulty through post-task questionnaires. Twelve participants produced stimulated recalls on their listening comprehension processing. The analyses of the recalls, combined with participants' listening notes and oral/written summaries, revealed participants' use of several cognitive listening processes and their monitoring through (meta)cognitive strategies, functioning interactively and interdependently in complex ways. The use of listening processes and strategies varied between tasks with different listening inputs, partly owing to differences in the passages' linguistic difficulty (as perceived by the participants). However, the successful application of these processes and strategies (and their combinations) proved to be a prerequisite for producing accurate summaries.

AB - Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks with reading input. Little is known about the nature of listening comprehension in integrated listening-to-write or listening-to-speak tasks. This study therefore investigates the listening construct underlying integrated tasks with oral input and its effect on summary accuracy. Eight listening-to-summarize tasks (four listening-to-speak, four listening-to-write) were administered to 72 Thai-L1, English-L2 students. Sixty participants provided their views on sources of listening difficulty through post-task questionnaires. Twelve participants produced stimulated recalls on their listening comprehension processing. The analyses of the recalls, combined with participants' listening notes and oral/written summaries, revealed participants' use of several cognitive listening processes and their monitoring through (meta)cognitive strategies, functioning interactively and interdependently in complex ways. The use of listening processes and strategies varied between tasks with different listening inputs, partly owing to differences in the passages' linguistic difficulty (as perceived by the participants). However, the successful application of these processes and strategies (and their combinations) proved to be a prerequisite for producing accurate summaries.

KW - language testing

KW - testing listening

KW - integrated testing

KW - second language listening

U2 - 10.1177/0265532219871470

DO - 10.1177/0265532219871470

M3 - Journal article

VL - 37

SP - 31

EP - 53

JO - Language Testing

JF - Language Testing

SN - 0265-5322

IS - 1

ER -