IATEFL is over but it has left a lot of food for thought and I don’t think we can stop talking about it at least until the next year Birmingham event!
In line with my IATEFL blogging this year, I decided to do a series of online interviews with those IATEFL presenters whose talks were not live-streamed but had important and interesting things to say to and share with the ELT community.
I was lucky to do my first interview with ‘Saeede Haghi’ who was the winner of the Trinity College London Language Examinations Scholarship this year. It hasn’t been a long time since I first got to know her on the British Council Aptis Examiners Network last year and I had no idea I would interview her in less than a year. Saeede, who is originally Iranian and was the first-rank holder of the Iranian national MA entrance exam among around 15000 candidates in 2009, is now doing her Ph.D. at the University of Warwick in the UK. She specialises in language testing and assessment.
Read her ideas below and check this space again for more interviews to come.
The role of visual stimuli in listening tests for academic purposes
In her research study, she tried to address the effect of three types of delivery modes (i.e. audio-only, audio-context visual and audio-content-visual) on test takers’ performance in a listening test for academic purposes and their note-taking practices, as well as their perceptions towards the inclusion of these visuals.
- The inclusion of visual stimuli did affect test performance with CONTEXT visuals significantly debilitating test takers performance while CONTENT visuals neither facilitating nor debilitating their performance.
- The audio-context visual group perception towards CONTEXT visuals showed that half didn’t use them due to multi-tasking and distraction caused by these visuals.
- The audio-only content visuals group’s perception towards CONTENT visuals was positive in general finding these visuals facilitative especially in terms of note taking.
- Significant differences in note-taking practices were observed with CONTEXT visuals showing no effect while CONTENT visuals appeared to significantly facilitate the efficacy and organisation of the notes.
- Most participants in the audio-content visual group perceived the use of CONTENT visuals facilitative for note-taking practices WHILE, only about ¼ of the participants in the audio-context visual group perceived context visuals as helpful for note-taking.
- In general, positive attitudes towards the inclusion of visuals in EAP listening tests were observed, however, they mainly belonged to the audio-only and the audio-content visual groups.
- Saeede’s research report will be published in IATEFL TEASIG Newsletter.
- Formative Assessment Booklet- University of Warwick– Santi B. Lestari, Saeede Haghi and Caitlin Gdowski
More about Saeede at the IATEFL:
- On a personal note, what do you think you gained from your IATEFL 2015 presentation?
“I received very constrictive and encouraging feedback on my research. I also had the opportunity to become familiar with other aspects of ELT which I had never encountered in my career such as teaching English in circumstances that I have never experienced.”
- What was your most unforgettable IATEFL moment in Manchester?
“When I received positive feedback on my presentation from experts in my research area!”
Need more? Contact Saeede: S.S.Haghi@warwick.ac.uk