Exploring the Use of Interactive Videos in an L2 Listening Test
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.