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Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires

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Title: Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires
Language: English
Authors: Low, Andralyn Rui Lin (ORCID 0000-0001-9189-3817), Aryadoust, Vahid (ORCID 0000-0001-6960-2489)
Source: International Journal of Listening. 2023 37(2):93-112.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Test Wiseness, Listening Comprehension Tests, Eye Movements, Questionnaires, Item Response Theory, Path Analysis, Scores, Predictor Variables, Self Evaluation (Individuals), Test Validity, Test Construction, Listening Skills, College Students, Foreign Countries, Psychometrics
Geographic Terms: Singapore
DOI: 10.1080/10904018.2021.1883433
ISSN: 1090-4018
1932-586X
Abstract: This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants' gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, "t"-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants' final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1386107
Database: ERIC
FullText Text:
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  Data: Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires
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  Data: <searchLink fieldCode="AR" term="%22Low%2C+Andralyn+Rui+Lin%22">Low, Andralyn Rui Lin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9189-3817">0000-0001-9189-3817</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aryadoust%2C+Vahid%22">Aryadoust, Vahid</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6960-2489">0000-0001-6960-2489</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Listening%22"><i>International Journal of Listening</i></searchLink>. 2023 37(2):93-112.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Group: Src
  Data: 20
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  Label: Publication Date
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  Data: 2023
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  Data: <searchLink fieldCode="DE" term="%22Test+Wiseness%22">Test Wiseness</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension+Tests%22">Listening Comprehension Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Response+Theory%22">Item Response Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Path+Analysis%22">Path Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: 10.1080/10904018.2021.1883433
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  Data: 1090-4018<br />1932-586X
– Name: Abstract
  Label: Abstract
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  Data: This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants' gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, "t"-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants' final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.
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  Data: 2023
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  Data: EJ1386107
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        Value: 10.1080/10904018.2021.1883433
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      – Text: English
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        PageCount: 20
        StartPage: 93
    Subjects:
      – SubjectFull: Test Wiseness
        Type: general
      – SubjectFull: Listening Comprehension Tests
        Type: general
      – SubjectFull: Eye Movements
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      – SubjectFull: Questionnaires
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      – SubjectFull: Item Response Theory
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      – SubjectFull: Path Analysis
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      – SubjectFull: Scores
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      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Test Construction
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      – SubjectFull: Listening Skills
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Singapore
        Type: general
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      – TitleFull: Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires
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            NameFull: Aryadoust, Vahid
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