Using video for listening assessment

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Using video for listening assessment

  1. 1. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh TESL Canada journal/La revue TESL du Canada. Vol. 14, NO. 1 Winter 1996
  2. 2. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh <ul><li>Index </li></ul><ul><ul><li>1 Introduction/Literary Background </li></ul></ul><ul><ul><li>2 The Study </li></ul></ul><ul><ul><li>3 Results </li></ul></ul><ul><ul><li>4 Conclusion </li></ul></ul><ul><ul><li>5 Further Research </li></ul></ul>
  3. 3. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh <ul><li>1-Introduction/Theoretical Background </li></ul><ul><ul><li>Many authors have claimed the benefits of using video in class : </li></ul></ul><ul><ul><ul><li>Because of its capacity to motivate students (Oxford, Park-Oh, Ito, & Sumrall, 1993) </li></ul></ul></ul><ul><ul><ul><li>As a way to improve the paralinguistic features of language (Lonergran, 1983; Stempleski & Tomalin, 1990) </li></ul></ul></ul><ul><ul><ul><li>Because it gives the opportunity of using real discourse and materials in class (Geddes & White, 1978; Tomalin, 1987; Altman, 1989) </li></ul></ul></ul><ul><ul><ul><li>As a basic source of socio-cultural content, raising cross-cultural awareness and sensitivity (Kramsch, 1993;Stempleski & Tomalin, 1995) </li></ul></ul></ul><ul><ul><li>Despite all these studies, video as an assessment method is usually avoided, neglecting the influence that visual elements have in our everyday communication. </li></ul></ul>
  4. 4. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh <ul><li>2- The study </li></ul><ul><ul><li>It was carried out to determine test-taker’s opinions of video as a listening assessment method </li></ul></ul><ul><ul><li>To obtain it, a survey about a video-mediated quiz of listening skills was designed </li></ul></ul><ul><ul><li>The Setting: </li></ul></ul><ul><ul><ul><li>Language and vocational school </li></ul></ul></ul><ul><ul><ul><li>62 students </li></ul></ul></ul><ul><ul><ul><li>Sample of the second year intermediate population </li></ul></ul></ul><ul><ul><ul><li>18-22 years </li></ul></ul></ul><ul><ul><ul><li>300 hour English program </li></ul></ul></ul>
  5. 5. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh <ul><li>Two different videos were presented to the students: </li></ul><ul><ul><li>1-A discussion around popular Hollywood films and various aspects of the movies </li></ul></ul><ul><ul><li>2- A video of a cook preparing a dish </li></ul></ul><ul><li>Each video had its own test to check their understanding of them. </li></ul><ul><li>However, the point of the study was to determine if this kind of test was accepted as an assessment method by the students. This was done though a survey administered right after the video quiz. </li></ul>
  6. 6. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh
  7. 7. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh <ul><li>3-Results </li></ul><ul><ul><li>Question 1 : How was the level of difficulty? 4.36/7 </li></ul></ul><ul><ul><li>Question 2 : How was the sound quality? Could you hear it clearly? 4.468/7 </li></ul></ul><ul><ul><li>Question 3 : Could you understand the written instructions? 3.290/7 </li></ul></ul><ul><ul><li>Question 4 : What about the content? Do you think it is a good idea to use movies for quizzes? 5.177/7 </li></ul></ul><ul><ul><li>Question 5 : Compared to cassette tapes, is video easier or harder? 3.339/7 </li></ul></ul><ul><ul><li>Question 6 : Which method do you prefer: Audiocassette or video listening quizzes? 91.9% preferred video </li></ul></ul>
  8. 8. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh
  9. 9. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh <ul><li>5-Conclusion </li></ul><ul><ul><li>Students do prefer video assessment rather than simple audio </li></ul></ul><ul><ul><li>The difficulty of the written questions and the sound quality should be adjusted </li></ul></ul><ul><ul><li>Teaching and testing should be in harmony, so if video is going to be used as an assessment method, it should also have a prominent presence in the syllabus </li></ul></ul><ul><li>6-Further Research </li></ul><ul><ul><li>To what extent is vision involved in the understanding of a normal communication experience? </li></ul></ul><ul><ul><li>What are the subjective differences in comprehending videotexts? </li></ul></ul><ul><ul><li>What is the role of cultural and background knowledge in the understanding of a videotext? </li></ul></ul><ul><ul><li>What effect does test prompts and task type have on the test response to a videotext? </li></ul></ul>
  10. 10. Using Video for Listening Assessment. Opinions of Test-Takers David Progosh <ul><li>Replication </li></ul><ul><ul><li>There is no mention to the results the students obtained </li></ul></ul><ul><ul><li>It is not only a matter of motivation </li></ul></ul><ul><ul><li>Although it is hazardous to compare between their results with audio only, and with audio plus video because of the many variables involved, some sort of test should be designed for this purpose. </li></ul></ul><ul><ul><li>Do they perform better or worse than in regular listening tests? Has it to do with the motivational aspect? </li></ul></ul><ul><ul><li>Does visual and filmic language help their understanding of the communication portrayed? </li></ul></ul><ul><ul><li>Does body language and visual contextualization help the comprehension of the audio part? To which extent? </li></ul></ul>

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