The Effects of the Temporal Structure and the Presentation Modality on English Listening Comprehension Test

Summary

This study examined following points concerning temporal structure and presentation modality on English listening comprehension tests. First, we investigated how temporal structure influenced the characteristics of the test items. Second, the effect of the presentation modality on the test score was examined. Finally, for improvement of the listening comprehension test, we studied the validity of equating using anchor items to compare between the test forms. Six hundred and fifty-two freshmen participated in this study. They took English listening tests consisting of 45 items. Experimental items were allocated to eight test forms, and each test form had anchor items. Each form was divided into three blocks in which the speech rate, the pause duration, and the presentation modality (character or voice) were manipulated respectively.

Results of classical and IRT (Item Response Theory) analyses were as follows: 1. Item pass rate increased and item difficulty (b) decreased, as the speech rate slowed. 2. Concerning the presentation modality of answer choices, item difficulty with the printed presentation was lower than that with the spoken presentation. 3. The difference in correct response rate according to the presentation modality was compensated in the estimated ability (θ) through the IRT equating using anchor blocks. A new type of research design using IRT to feedback score information to subjects was presented.