Numerous studies compared the effectiveness of various formats of video-based teaching, yet their focus has primarily been on relatively straightforward content, such as concepts and basic procedures. Research on the effectiveness of teaching complex content through different formats of videos remains limited. This study addresses this gap by…

This study aimed to compare item characteristics and response time between stimulus conditions in computer-delivered listening tests. Listening materials had three variants: regular videos, frame-by-frame videos, and only audios without visuals. Participants were 228 Japanese high school students who were requested to complete one of nine…

In this article we explore the use of pictorial glossaries as an accommodation for English learners (ELs) with entry and emerging levels of English language proficiency. Drawing on survey responses from 98 middle school ELs and cognitive interviews with 10 of the survey participants, we examined the participants' preferences and experiences with…

Despite the growing recognition that second language (L2) listening is a skill incorporating the ability to process visual information along with the auditory stimulus, standardized L2 listening assessments have been predominantly operationalizing this language skill as visual-free (Buck, 2001; Kang, Gutierrez Arvizu, Chaipuapae, & Lesnov,…

This article compares second language test-takers' performance on an academic listening test in an audio-only mode versus an audio-video mode. A new method of classifying video-based visuals was developed and piloted, which used L2 expert opinions to place the video on a continuum from being content-deficient (not helpful for answering…

The rise in the affordability of quality video production equipment has resulted in increased interest in video-mediated tests of foreign language listening comprehension. Although research on such tests has continued fairly steadily since the early 1980s, studies have relied on analyses of raw scores, despite the growing prevalence of item…

This study investigates how accurate one item writer can be on item difficulty estimates and whether factors affecting item writer judgments correspond to predictors of actual item difficulty. The items were based on conversational dialogs (presented as videos online) that focus on pragmatic functions. Thirty-five 2nd-, 3rd-, and 4th-year learners…