Thesis Format
Monograph
Degree
Master of Arts
Program
Education
Supervisor
Dr. Ruslan Suvorov
Abstract
Interactive videos, which can be defined as videos with questions that are directly embedded in the video playback at certain intervals, are believed to provide a number of benefits to second language (L2) learners, including increased interactivity and reduced cognitive load. This study employed a mixed methods approach to explore the use of interactive videos in an L2 listening test. In particular, the study aimed to investigate (a) the effect of interactive vs. traditional videos on L2 test takers’ performance on a video-based listening test and (b) test takers’ perceptions of using interactive vs. traditional videos in such a test. The participants were 30 Chinese undergraduate students who completed a practice test, a video-based listening test, a post-test questionnaire, and a semi-structured focus group interview. The results of this study showed that while the test takers performed better on listening test items associated with traditional videos, most of them preferred taking a video-based listening test with interactive videos. No relationship was found between test takers’ performance on the test items associated with traditional and interactive videos and their preferences of the two video types. This study alludes to the potential of leveraging interactive videos in L2 listening instruction and using video-enhanced listening tests as formative assessment instruments to provide feedback to L2 learners.
Summary for Lay Audience
There is a growing consensus that visual information assists second language (L2) listeners in processing auditory input. The purpose of visual information in L2 listening activities is to provide nonverbal information (e.g., videos and graphs) that replicates and/or illustrates the oral stimulus. Using such visual information in L2 listening activities appears to be common practice in the language classroom. Studies have also investigated how visual information affects L2 test takers in listening assessment contexts. However, the results of those studies were inconclusive. Some studies, for instance, reported that using visuals could contribute to learners’ listening test performance, while others revealed the opposite finding. One reason for these inconclusive findings is that test takers oftentimes need to divide their visual attention between looking at the visual input and answering questions presented separately. More importantly, test takers have to decide which question needs to be answered and when to answer the questions, which makes the process of completing such listening tests challenging and cognitively demanding for test takers. To address the above-mentioned issues, this study proposed to use interactive videos, which contain test items that are directly embedded into the video playback, to replace the traditional videos in L2 listening tests. In interactive videos, test items show up only when the video is automatically paused, so test takers have a more linear and straightforward way to complete the listening test as they do not need to look back and forth between the video screen and test items.
This study compared the effect of interactive videos vs. traditional videos on L2 test takers’ listening test performance, as well as their perceptions of using such videos in L2 listening tests. Thirty participants were asked to complete a video-based listening test (Test A or Test B) consisting of three traditional videos and three interactive videos, a post-test questionnaire, and a semi-structured focus group interview. The results showed that test takers performed better on the test items associated with traditional videos (in Test B only), but most of them preferred listening tests with interactive videos. There was no relationship between test takers’ preference of one video type and their scores on the test items associated with such video type. The results indicated that using interactive videos in listening tests could motivate L2 learners to develop their listening skills.
Recommended Citation
He, Shanshan, "Exploring the Use of Interactive Videos in an L2 Listening Test" (2022). Electronic Thesis and Dissertation Repository. 8622.
https://ir.lib.uwo.ca/etd/8622
Creative Commons License
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