What is it about?
Listen-to-summarize cloze (LSC) tasks are not rare in high-stakes language tests; however, we know little about what test-takers do during the tasks. In our study, we examined sixteen students’ think-aloud protocols (TAPs) which were recorded while they were completing two LSC tasks after they listened to short academic lectures. The analysis of the sixteen TAPs indicated iterative cognitive processes of LSC task completion. Different types of gaps that test-takers were asked to fill in in the LSC tasks required different levels of cognitive processes. We discussed the possible cognitive depth that LSC tasks can target and the challenges in designing appropriate types of gaps to assess different levels of cognitive processes.
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Why is it important?
The findings of the study are useful for test designers to better understand the underlying construct of summary-cloze tasks of listening comprehension and the challenges that English language learners face in comprehending academic lectures under examination conditions.
Perspectives
This study is an excellent example of how we could better understand the construct of assessment (in this case, listening to summarize academic lectures) from the perspectives of test-takers' cognitive processes.
Haiping Wang
East China University of Political Science and Law
Read the Original
This page is a summary of: Test-Takers’ Cognitive Processes during a Listen-To-Summarize Cloze Task, International Journal of Listening, June 2018, Taylor & Francis,
DOI: 10.1080/10904018.2018.1473040.
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