Mediation Effects of English Proficiency and Playback Speed on Listening Comprehension of Multilingual Learners (Poster 33)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Student Emotions, Motivation, and Teacher-Student Dynamics

Abstract

This study examined the impact of playback speed, overall English proficiency, and listening sub-scores on English learners’ listening comprehension. It also explored whether certain background and experiential factors moderated these effects. Data sources included a survey, listening comprehension sub-scores, English proficiency scores (TOEFL), and two listening comprehension test scores based on easier and harder questions. Prior to the test, 168 students in English-medium institutions in Turkey and China listened to a TED-talk video at three playback speeds (0.75; 1; 1.25). Significant differences were found among the groups in relation to these measures. Results suggested that the playback speed and proficiency levels matter both for easier and harder questions. Implications of these findings for additional language education are described.

Authors

• Nihat Polat, University of Maryland

• Jiaxuan Zong, University of Maryland

• Laura J. Mahalingappa, University of Maryland