The present study attempts to investigate the effects that different types of channels (audio and video input) have in the TOEFL listening test on test-taker’s performance. Most interpersonal communication involves face-to-face contact in which the listener can see the speaker, so it seems obvious that video technology, where we can actually see the speakers, offers much more authentic input for L2 listeners than audio-only tests. Thus, incorporation of video instead of audio in the TOEFL test seems apparent. In order to identify the effects, a video, identical to the audio content-wise, was created and inserted in the official TOEFL iBT practice test. The data of the test results were obtained from 60 subjects who are considered to represent the target test-takers of TOEFL. Participants were divided into two groups and one audio-only pre-test and one post-test (audio or video) were implemented. The qualitative analyses of the test results indicate that there are differences in the two channels.
I. INTRODUCTION
II. LITERATURE REVIEW
III. RESEARCH METHOD
IV. RESULTS AND DISCUSSION
V. CONCLUSION AND IMPLICATIONS
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