The impact of input format on written performance in a listening-into-writing assessment

Over the last five decades, research in teaching and testing (academic) listening has investigated different foci. Initially, involved bottom-up approaches (Dirven Oakeshott-Taylor, 1984) then both higher- lower-level processes were integrated (Voss, 1984). In early 2000s, input formats (Read, 2002) discourse features of lectures (Thompson, 2003) subjects academic research. More recently, EAP tests have increasingly taken an approach to reflect real-world tasks, yet few studies looked at listening-into-writing tasks (Cubilo Winke, 2013). This counter-balanced measures design study investigates how test taker performance differs on task when lecture is presented as audio only one half video other input. Two groups takers took part current study. A Hotelling's T2 revealed a statistically significant effect scores with first but there was no first. Data preferences that more people preferred only.