Volume 3, Issue 1 April 2020, pp. 13–35 Download PDF

Regular Articles

Assessing L2 listening at a Japanese university: Effects of input type and response format

Kerry Pusey https://orcid.org/0000-0001-7178-06201

1 Nagasaki University, JAPAN kerryjpusey@gmail.com

DOI: https://doi.org/10.29140/lea.v3n1.193


Large-scale and classroom-based tests of L2 listening comprehension typically employ audio-only listening texts and a multiple-choice response format. However, the effect of these test task characteristics on test-taker performance remains elusive, and begs the question as to whether they are the best option in terms of construct validity. Furthermore, the interaction between these test task characteristics and their potential joint effect on performance has not been sufficiently explored. To address this gap, a study was conducted at a Japanese university which investigated the effect of input type (audio-only vs. video) and response format (multiple-choice vs. short answer) on L2 listening test performance. Participants were divided into four groups to take an academic listening test with one of four combinations of input and response format: (1) audio-only with multiple-choice questions; (2) video with multiple-choice questions; (3) audio-only with short answer questions; and (4) video with short answer questions. Results of a 2 x 2 factorial ANOVA revealed a statistically significant effect of response format on test-taker performance. No significant effect for input type was found and no significant interaction among the variables was detected. Results suggest that visual input and audiovisual literacy need to be more clearly articulated within the construct definition of academic listening, if they are to be included at all.


© Kerry Pusey

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Suggested citation

Pusey, K. (2020). Assessing L2 listening at a Japanese university: Effects of input type and response format. Language Education and Assessment, 3(1), 13–35. https://doi.org/10.29140/lea.v3n1.193

Related Articles:

Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38. Download PDF

"I don't want to be stereotypical, but..." Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141. Download PDF

"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90. Download PDF

(Mis)use of e-mail in student-faculty interaction: Implications for university instruction in Germany, Saudi Arabia and Japan
Anna Danielewicz-Betz
The JALT CALL Journal Published: 30 April, 2013, Volume 9(1), 23–57. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF

(Re)turning to contrastive rhetoric’s basic communication principles: A Common Ground theory perspective
Jonathan D. Brown
Australian Journal of Applied Linguistics Published: 22 August, 2022, Volume 5(2), 77–87. Download PDF

3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan
Robert Swier, Mark Peterson
The JALT CALL Journal Published: 31 December, 2018, Volume 14(3), 225–238. Download PDF

A Case for the Drupal Content Management System
Paul Collett
The JALT CALL Journal Published: 30 April, 2010, Volume 6(1), 57–66. Download PDF

A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher
Li-Tang Yu
The JALT CALL Journal Published: 31 December, 2014, Volume 10(3), 189–202. Download PDF

A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing
Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani
The JALT CALL Journal Published: 31 August, 2018, Volume 14(2), 143–156. Download PDF