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Description
Due to its elusive nature, listening is arguably the most difficult language skill to assess. It is never easy to make sure that a listening test really measures the cognitive processes it claims to measure. This study investigates the cognitive validity of a high-stakes listening test, examining the extent to which this test measures its intended construct. Think-aloud protocols were used to collect verbal data of the participants’ thinking process as they tackled test tasks.
Speaker Bios
LALS PhD Candidate