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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3767

Title: The Effect of Placing Test Items in Different Positions in Listening Comprehension Tests: The Case of Unity College
Authors: Aytaged, Sisay
Advisors: Dr. Dejenie Leta
Keywords: Listening Comprehension Tests
Case of Unity College
Copyright: Jun-2001
Date Added: 14-Nov-2012
Publisher: AAU
Abstract: An experiment was conducted to explore the effect of placing test items in different positions in listening comprehension tests. In this experiment three groups were made to view listening comprehension test items in three different positions. The first group viewed these items before two listenings while the second one viewed them after two listenings. The third group, on the other hand, viewed the questions between two listenings. First, Test of English as a Foreign Language (TOEFL) was used to divide the testees in to three groups which had comparable listening abilities. The data obtained from this standardized test was analysed using descriptive and inferential statistics. The result then showed that the three groups were comparable in their listening abilities. After this was done, a test prepared for College English students by the Department of Foreign Languages and Literature at Addis Ababa University was administered to investigate the mentioned treatments. To accept or reject the null hypothesis which stated that placing test items in different positions in a listening comprehension test has no effect on the testees' performance, a one-way ANOVAwas employed. The ANOVA,then detected a significant mean difference in scores across the three approaches. The calculated value of F (F=8-440 with degrees of freedom 2 and 132) exceeded the value of F tabulated at .05 probability level set for this study. As a result, the null hypothesis mentioned above was rejected. The Scheffs post- hoc comparison of means also helped to locate the direction of the difference. The result of this test, thus, showed that the 'Sandwich group' produced significantly higher scores in the listening comprehension test than did the 'After reading group' and the 'Before reading group'. On the other hand, these latter groups did not show a significant difference in their performances.
URI: http://hdl.handle.net/123456789/3767
Appears in:Thesis - Teaching English as a Foreign Language

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