Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires
Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires
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听力评估中的应试策略研究：眼动追踪与自我报告问卷的比较研究
DOI：
10.1080/10904018.2021.1883433
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发表时间：
2021
影响因子：
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通讯作者：
Vahid Aryadoust
中科院分区：
文献类型：
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作者：
Andralyn Rui Lin Low;Vahid Aryadoust
摘要本研究旨在通过自我报告的应试策略使用情况、眼动追踪测量的实际应试策略使用情况和考试成绩，探讨成功完成听课式听力考试所需的应试策略。在本研究中，参与者在完成两个听力测试的同时，记录了他们的凝视行为（通过注视和访问时间和频率来测量），每个听力测试分为三个阶段：听力前，参与者（n = 66）预习题干；边听边听，参与者一边听录音一边填写答案；在听后，他们有时间回顾他们的答案并做出必要的修改。在听力测试之后，参与者填写了一份测试后问卷，询问他们在三个阶段中每个阶段的策略使用情况。对测试成绩、问卷调查结果和凝视模式进行Rasch测量、t检验和通径分析。结果表明，凝视测量（访问持续时间和注视频率）预测参与者的最终测试表现，而自我报告具有中等的预测能力。本研究结果对听力测试的认知效度、听力测试的设计和听力能力培养的教学方法具有启示意义。
ABSTRACT This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants’ gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, t-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants’ final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.