An Investigation of How the Channel of Input and Access to Test Questions Affect L2 Listening Test Performance

The use of video technology has become widespread in the teaching and testing of second-language (L2) listening, yet research into how this technology affects the learning and testing process has lagged. The current study investigated how the channel of input (audiovisual vs. audio-only) used on an L2 listening test affected test-taker performance. In addition, how access to the test questions while the text was played (questions accessible vs. questions not accessible) affected performance was investigated. A total of 192 English as a Second Language learners took a listening test under four different conditions: audiovisual input and test questions accessible, audio-only input and test questions accessible, audiovisual input and test questions not accessible, and audio-only input and test questions not accessible. A 2x2 factorial analysis of variance conducted with the data indicated that test-takers who received audiovisual input scored higher than test-takers who received audio-only input, whereas access to test questions did not affect test-taker performance, and there was no interaction between the two independent variables. From these results, a number of implications for L2 testing are presented.