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    THE EFFECT OF REPETITION TYPES ON LISTENING TESTS IN AN EFL SETTING

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    Genre
    Thesis/Dissertation
    Date
    2013
    Author
    Horness, Paul Martin
    Advisor
    Beglar, David
    Committee member
    Ross, Steven, 1951-
    Sick, James
    Petchko, Katerina
    Childs, Marshall
    Department
    CITE/Language Arts
    Subject
    Foreign Language Instruction
    Educational Tests & Measurements
    Esl
    Listening
    Rasch
    Repetition
    Spacing Effect
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1462
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1444
    Abstract
    This study was an investigation into the effects of repetition on a listening comprehension test for second language learners. Repetition has been previously examined in a cursory way, usually as a secondary question to a primary treatment. Additionally, the method of repetition was limited to one way and to one treatment condition; therefore, it is not clear how different methods of repetition have influenced the results. To date, there are few studies on the influence of repetition on listening comprehension tests in English as a Foreign Language (EFL) situations. The purpose of this study was to examine four methods of repetition on listening comprehension with Japanese learners of English. In addition, the effect of repetition method on proficiency level, question type, and question difficulty was also examined. The participants were 2,041 students attending a private university in Tokyo, Japan. They experienced five conditions: non-repetition, immediate repetition, delayed repetition theory, delayed repetition A, and delayed repetition B. The participants listened to 12 passages under one of the five randomized conditions, and then answered five questions in one of three question types: true-false, multiple-choice, or short-answer. Additionally, the test included questions intended to measure two levels of comprehension, specific details and inference. Finally, the participants were divided into two listening proficiency levels based on the Global Test of English Communication. The results indicated that the type of repetition had an effect on listening comprehension. Overall, both proficiency groups in the delayed repetition conditions had higher comprehension scores. In addition, the delayed repetition conditions were better for all question types (true-false, multiple-choice, and short-answer) with each proficiency group responding equally well. Finally, the delayed repetition conditions reduced the range of question difficulty, especially when participants were allowed to preview questions. The theoretical implications of this study are that comprehension scores are affected by the strength of memory trace, focus of attention, and activated memory. The pedagogical implications are that delayed repetition is useful in the classroom because it not only improves comprehension scores on tests, but also reinforces material learned across several activities, and incorporates recycling into the curriculum design. The results will help test-makers consider new avenues to testing, teachers to incorporate delayed repetition into classroom activities, and administrators to incorporate delayed repetition into the curriculum.
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