چکیده

Listening is a fundamental skill to be learnt in second language learning and plays a crucial role in becoming proficient in using language. Nowadays, listening comprehension tests have been changed to computer-based tests, including visual input. However researches in this area comparing effectiveness of audio only and video-audio materials yielded inconclusive results. They mostly employed just one text type, namely lecture, interview or monologue, or multiple choice tests in order to evaluate students’ listening comprehension. The present study compared the performance of 51 EFL students, using audio only text and video-audio text. With a test retest design, the same listening test in two forms of audio only and audio-video were administered to students with a six week interval. The listening test, consisting of four listening passages (two interviews, one monologue and a lecture) and 20 multiple-choice questions for first three passages were administered to participants. For the last listening passage students were asked to write a summary of what they listened to in about seven minutes. The results indicated that students’ scores in video-audio listening test was significantly higher than that in audio only test; however their fluency and accuracy in summary writing indicated no difference. It can be suggested that using video-audio listening passages in listening comprehension tests can be used by language teachers and test takers.

کليدواژه ها

audio, video-audio, listening task, EFL

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shirin abadikhah , 1398 , A comparison of EFL students’ linguistic performance following exposure to the audio- and audio-video mediated listening tasks , اولين کنفرانس بين المللي مطالعات زبان انگليسي