The Effect of Prequestions, Proficiency Level, and Passage Length on Listening Comprehension Test Scores

A study conducted at a U.S. university examined the effect of giving students prequestions preceding listening passages in a testing situation. This study also examined the moderating effect of proficiency level and passage length on the use of prequestions. Ninety-seven ESL students were matched into two groups (control and experimental) based on their language proficiency. They took a computerized listening test consisting of ten short passages (under 20 seconds long) and ten long passages (over 35 seconds long). The experimental group took the version with prequestions, while the control took the one without. It was hypothesized that prequestions would have no effect on listening comprehension test scores. That hypothesis was rejected, however, as a repeated measures ANOVA showed that there was a significant difference between the scores of the control and experimental group (F=10.54, p=.0016). Furthermore, it was found that prequestions resulted in significantly higher scores regardless of the proficiency level of the subject or the length of the passage. In response to a questionnaire, the subjects overwhelmingly preferred the prequestions. In constructing valid listening tests, therefore, the role of prequestions should be considered.

Thesis Author: Cox, Troy

Year Completed: 1996

Committee Members: Robert Alan Meredith, Randall James Lund

Thesis Chair: Mary Lee Scott