Validity in Second Language Listening Assessment: Insights from Sensor Technologies

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• Associate Professor Vahid Aryadoust National Institute of Education of Nanyang Technological University, Singapore
• Monday 21 October 2024, 05:00-06:30
• Room 1S3 DMB, Faculty of Education, University of Cambridge.

If you have a question about this talk, please contact Dr. Phung Dao.

Listening comprehension is the process of reconstructing and making sense of auditory messages through literal and inferential processing. Traditionally, examining the validity of listening comprehension tests has relied on psychometric analyses of test data, verbal reports, and expert evaluations of test content, which have provided valuable insights into validity studies. Recently, a new trend has emerged in listening assessment that involves gathering evidence through sensor technologies for the purpose of test validation. This approach aims to examine the processes and behaviors of test takers under test conditions and, where feasible, compare them with those observed under non-test conditions. This talk will explore the application of two sensor technologies—eye-tracking and functional near-infrared spectroscopy (fNIRS)— used in our research to examine the neurophysiological processes and behaviors of test-takers. Specifically, I will address the concept of validity in listening comprehension assessment, the potential of sensor technologies in enhancing listening assessment, and how these tools may provide evidence for neurophysiological validity in language assessment. I will address the limitations of research that uses these technologies. Finally, I will suggest ways in which educational researchers might employ these technologies in their own research and how educators might wish to use the results to enhance their teaching and assessment practices.

This talk is part of the Multilingualism and Languages Education (MuLtiE) series.

This talk is included in these lists:

• Multilingualism and Languages Education (MuLtiE)
• Room 1S3 DMB, Faculty of Education, University of Cambridge

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