An analysis of the differences among L2 listening comprehension test formats

Background: The present study aims to investigate which variables affect English as a foreign language (EFL) students’ listening comprehension test performance. It examines two types of variables: (1) test formats and (2) test materials. Methods: First, three types of test formats are investigated: (1) questions are not written but given orally only once in English and in the students’ first language (L1) after they listen to the spoken text and (2) questions are not written but given orally in English and in the students’ L1 before and after they listen to the spoken text. The third type is a control group: Questions are written and also given orally in English after the students listen to the spoken text. The first type of test is similar to the Test of English as a Foreign Language Paper-Based Testing (TOEFL PBT) and the second type the General Tests of English Language Proficiency (G-TELP). The third type, a control group, is the format of the Test of English for International Communication (TOEIC). Second, this study examines whether there are any differences between dialogues and monologues in terms of students’ performance. Results: The results show that test formats do not make a statistically significant difference to students’ test performance. Conclusions: Repeating questions after listening to the spoken text does not help them perform better, even if they listen to questions not only in English but also in their L1. As for differences in test materials, the results are not decisive. It is not possible to determine whether there are any differences between dialogues and monologues.