초록 열기/닫기 버튼
This study investigated the impact of stimulus type (audio vs. video) on performance in an integrated speaking assessment task among tertiary English as a Foreign Language (EFL) learners. The study included eight participants and each completed audio- and video-stimulated listening-speaking assessment tasks, with stimulus topics and formats counterbalanced to control for content and order effects. Subsequent stimulated recall interviews provided insights into their test-taking processes. Qualitative analysis suggested that visual cues enhanced performance at both macro- and micro-levels. Participants perceived visual aids in video lectures as beneficial for comprehension, whereas the transient nature and rapid pace of audio-only lectures posed challenges. The findings advocate for the inclusion of video stimuli in listening-speaking tests requiring lecture summarization. This study results offer insights into educational and research practices for the assessment of English for academic purposes.
