Abstract:

The inclusion of visuals in second language (L2) listening tests has long been a matter of interest for researchers (Progosh, 1996; Suvorov, 2009; Wagner, 2007, 2013). Yet, studies have often yielded indecisive and conflicting results. Besides, there have been few, if any, studies exploring the relationship between learners’ individual differences and their performance in audio and video-mediated listening tests. The aim of this study is thus to investigate the relationship between learners’ perceptual learning styles and their scores in audio and video-mediated L2 listening tests in a classroom based assessment context. It also investigates the impact of channel of input on L2 learners’ listening comprehension test scores. 27 Turkish learners of English as a foreign language took part in this study. A listening test consisting of two short academic lectures and eighteen short-answer comprehension questions was designed to assess the listening comprehension of learners. To detect the learners’ perceptual learning styles, the adapted version of Cohen, Oxford and Chi’s (2001) Learning Style Survey was conducted. The listening comprehension test scores of learners and their responses to the survey were statistically analyzed through SPSS version 20.0. The results indicated that there was not a significant difference between learners’ scores in audio and video-mediated listening tests. However, a one-way ANOVA revealed that kinesthetic learners scored significantly higher than the visual learners in audio listening test. As such, the results showed that audio listening tests favored or disfavored certain groups of learners, contrary to the commonly held assumption that they do not lead to test unfairness. It is hoped that the findings of this study will offer implications for designing valid and reliable listening tests to be used in classroom based assessment contexts. 

Keywords: