Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills

Year Published:

Abstract

In online environments, listening involves being able to pause or replay the recording as needed. Previous research indicates that control over the listening input could improve the measurement accuracy of listening assessment. Self-pacing also supports the second language (L2) comprehension processes of test-takers with specific learning difficulties (SpLDs) or, more specifically, of learners with reading-related learning difficulties who might have slower processing speed and limited working memory capacity. Our study examined how L1 literacy skills influence L2 listening performance in the standard single-listening and self-paced administration mode of the listening section of the Test of English as a Foreign Language (TOEFL) Junior Standard test. In a counterbalanced design, 139 Austrian learners of English completed 15 items in a standard single-listening condition and another 15 in a self-paced condition. L1 literacy skills were assessed via a standard reading, non-word reading, word-naming, and non-word repetition test. Generalized Linear Mixed-Effects Modelling revealed that self-pacing had no statistically significant effect on listening scores nor did it boost the performance of test-takers with lower L1 literacy scores indicative of reading-related SpLDs. The results indicate that young test-takers might require training in self-pacing or that self-paced conditions may need to be carefully implemented when they are offered to candidates with SpLDs.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What strategies are effective for English language acquisition in newcomer populations?

This evidence summary, authored by Switchboard, provides an overview of the current evidence on the effectiveness of various interventions for English language learning among newcomers. It addresses two crucial questions: Are there specific elements of English language acquisition programs for newcomer populations that are more effective or efficient than others? What role does technology play…

About this study

AGE: Adults

DIRECTION OF EVIDENCE: No impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: Australia

HOST COUNTRY INCOME: High

INTERVENTION: Self-paced testing

OUTCOME AREA: Education

POPULATION: Immigrants

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2023

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