Investigating Video-Based Listening Test:the Role Of Visual Information In Academic Lecture Comprehension Process

This study explored video-based academic listening,aiming to investigate how visual information might affect test-takers' lecture listening process at two comprehension levels: gist understanding and detail understanding.The role of visual information in listening process was investigated by examining three aspects of test-takers' behaviors in both video-based listening and audio-only listening conditions,i.e.,test performance,note-taking performance,and test-takers' perceptions and preferences about videobased listening test.A total of 313 participants' test performance data(multiple-choice measure)were collected using a counterbalanced academic listening test consisting of both video and audio-only lecture recordings.The results showed that 1)the adding of visual information did not affect test-takers' overall listening comprehension;2)test-takers scored significantly higher on gist items than on detail items;and 3)there was no statistically significant interaction between input channels and item type,but visual information seemed to have divergent effect at different comprehension levels.A total of 34 participants' note-taking performance data(free notes measure)were collected using a small scale experimental academic listening test consisting of both video and audio-only lecture recordings.The results showed that 1)visual information did not have any effect on listeners' overall comprehension in terms of note-taking performance;2)test-takers took significantly more gist notes than detail notes during the listening process;and 3)the adding of visual information had facilitating effect on gist understanding,but an impeding effect on detail understanding.Test-takers' perceptions and preferences about video-based listening test were collected using post-test focusgroup interviews(n=6)and questionnaire(n=34).The results showed that listeners 1)perceived gist level information to be easier than detail level information;2)mainly focused on three types of visual elements and held mixed views about their usefulness;and 3)preferred video-based listening to audio-only listening.