7 research outputs found
Factor structure of the Test of English for Academic Purposes (TEAPÂź) test in relation to the TOEFL iBTÂź test
Relationships Between Strategy Use, Listening Proficiency Level, Task Type, and Scores in an L2 Listening Test
Abstract We examined strategy use in relation to L2 proficiency, types of test task, and test performance in listening assessment. A total of 170 Taiwanese university students completed the Test of English for International Communication (TOEICÂź) practice listening test and questionnaires designed to measure cognitive and metacognitive strategies. We found that some strategiesâvoice and imagery inference and elaboration, approaches, and top-down processing strategiesâwere used with similar frequency regardless of learnersâ proficiency, while othersâplanning, monitoring and evaluation, linguistic inference and elaboration, and bottom-up processingâwere more often used by advanced listeners. Additionally, planning (and linguistic inference and elaboration, and top-down processing) strategies were more often used in easier tasks. Finally, the relationship between reported strategy use and test scores was weak, accounting for 7% of the total score variance and 5% to 10% of the score variance for each task type section.RĂ©sumĂ©Nous avons examinĂ© lâusage de stratĂ©gies par rapport Ă la compĂ©tence en L2, le type de tĂąches de test et la performance au test lors dâune Ă©valuation de lâĂ©coute. Au total, 170 Ă©tudiants universitaires dâorigine taiwanaise ont complĂ©tĂ© le test dâentrainement pour lâĂ©coute et les questionnaires mesurant les stratĂ©gies cognitives et mĂ©tacognitives du Test of English for International Communication (TOEICĂ). Nous avons dĂ©couvert que certaines stratĂ©giesâvoix, infĂ©rence et Ă©laboration par imagerie, approches, traitement ascendant de stratĂ©giesâĂ©taient utilisĂ©es Ă la mĂȘme frĂ©quence quel que soit le niveau de compĂ©tence des apprenants, tandis que dâautresâplanification, contrĂŽle et Ă©valuation, infĂ©rence linguistique et Ă©laboration, traitement ascendant de stratĂ©giesâĂ©taient utilisĂ©es beaucoup plus frĂ©quemment par les auditeurs avancĂ©s. De plus, les stratĂ©gies de planification, tout comme celles de lâinfĂ©rence linguistique et Ă©laboration, et du traitement ascendant, Ă©taient employĂ©es plus souvent quand les tĂąches Ă©taient faciles. En conclusion, la relation entre le report dâusage de stratĂ©gies et les scores des tests Ă©tait faible, expliquant 7 % de la variation du score total et 5 % Ă 10 % de la variation du score pour chacune des sections du type de tĂąche
Relationships Between Strategy Use, Listening Proficiency Level, Task Type, and Scores in an L2 Listening Test
Abstract
We examined strategy use in relation to L2 proficiency, types of test task, and test performance in listening assessment. A total of 170 Taiwanese university students completed the Test of English for International Communication (TOEICÂź) practice listening test and questionnaires designed to measure cognitive and metacognitive strategies. We found that some strategiesâvoice and imagery inference and elaboration, approaches, and top-down processing strategiesâwere used with similar frequency regardless of learnersâ proficiency, while othersâplanning, monitoring and evaluation, linguistic inference and elaboration, and bottom-up processingâwere more often used by advanced listeners. Additionally, planning (and linguistic inference and elaboration, and top-down processing) strategies were more often used in easier tasks. Finally, the relationship between reported strategy use and test scores was weak, accounting for 7% of the total score variance and 5% to 10% of the score variance for each task type section.
Résumé
Nous avons examinĂ© lâusage de stratĂ©gies par rapport Ă la compĂ©tence en L2, le type de tĂąches de test et la performance au test lors dâune Ă©valuation de lâĂ©coute. Au total, 170 Ă©tudiants universitaires dâorigine taiwanaise ont complĂ©tĂ© le test dâentrainement pour lâĂ©coute et les questionnaires mesurant les stratĂ©gies cognitives et mĂ©tacognitives du Test of English for International Communication (TOEICĂ). Nous avons dĂ©couvert que certaines stratĂ©giesâvoix, infĂ©rence et Ă©laboration par imagerie, approches, traitement ascendant de stratĂ©giesâĂ©taient utilisĂ©es Ă la mĂȘme frĂ©quence quel que soit le niveau de compĂ©tence des apprenants, tandis que dâautresâplanification, contrĂŽle et Ă©valuation, infĂ©rence linguistique et Ă©laboration, traitement ascendant de stratĂ©giesâĂ©taient utilisĂ©es beaucoup plus frĂ©quemment par les auditeurs avancĂ©s. De plus, les stratĂ©gies de planification, tout comme celles de lâinfĂ©rence linguistique et Ă©laboration, et du traitement ascendant, Ă©taient employĂ©es plus souvent quand les tĂąches Ă©taient faciles. En conclusion, la relation entre le report dâusage de stratĂ©gies et les scores des tests Ă©tait faible, expliquant 7 % de la variation du score total et 5 % Ă 10 % de la variation du score pour chacune des sections du type de tĂąche