Investigating the listening construct underlying listening-to-summarize tasks
Integrated-test tasks, which combine receptive and productive language skills in task performance, e.g., listening-speaking or listening-reading-speaking, are increasingly being used in second language assessment, including in high-stakes English exams such as the TOEFL iBT and PTE Academic. Although recent studies (Plakans, 2008; Sawaki, Quinlan, & Lee, 2013) have found that the construct of each individual skill involved in task performance (e.g., listening, reading, and writing) is present and distinct, it is not entirely clear what abilities are actually assessed by the tasks, especially as far as listening is concerned. This study thus analysed test-takersâ listening comprehension processing behaviours while completing listening-to-summarise tasks. In addition, test-takersâ perceptions of the tasks and of listening task difficulty were investigated. The aim of this was to be able to describe the listening construct measured by integrated-listening tasks. Data was collected from 72 Thai English as a Second Language (ESL) learners. Each participant completed four listening-to-summarize tasks â two tasks requiring an oral summary and two a written summary. To investigate the comprehension processing
Rukthong, Anchana
Investigating the listening construct underlying listening-to-summarize tasks. Integrated-test tasks, which combine receptive and productive language skills in task performance, e.g., listening-speaking or listening-reading-speaking, are increasingly being used in second language assessment, including in high-stakes English exams such as the TOEFL iBT and PTE Academic. Although recent studies (Plakans, 2008; Sawaki, Quinlan, & Lee, 2013) have found that the construct of each individual skill involved in task performance (e.g., listening, reading, and writing) is present and distinct, it is not entirely clear what abilities are actually assessed by the tasks, especially as far as listening is concerned. This study thus analysed test-takersâ listening comprehension processing behaviours while completing listening-to-summarise tasks. In addition, test-takersâ perceptions of the tasks and of listening task difficulty were investigated. The aim of this was to be able to describe the listening construct measured by integrated-listening tasks. Data was collected from 72 Thai English as a Second Language (ESL) learners. Each participant completed four listening-to-summarize tasks â two tasks requiring an oral summary and two a written summary. To investigate the comprehension processing
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