Version 1
: Received: 20 August 2016 / Approved: 22 August 2016 / Online: 22 August 2016 (11:35:11 CEST)
How to cite:
Ghahramanlou, M.; Zohoorian, Z.; Baghaei, P. Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test. Preprints2016, 2016080190. https://doi.org/10.20944/preprints201608.0190.v1
Ghahramanlou, M.; Zohoorian, Z.; Baghaei, P. Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test. Preprints 2016, 2016080190. https://doi.org/10.20944/preprints201608.0190.v1
Ghahramanlou, M.; Zohoorian, Z.; Baghaei, P. Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test. Preprints2016, 2016080190. https://doi.org/10.20944/preprints201608.0190.v1
APA Style
Ghahramanlou, M., Zohoorian, Z., & Baghaei, P. (2016). Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test. Preprints. https://doi.org/10.20944/preprints201608.0190.v1
Chicago/Turabian Style
Ghahramanlou, M., Zahra Zohoorian and Purya Baghaei. 2016 "Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test" Preprints. https://doi.org/10.20944/preprints201608.0190.v1
Abstract
The purpose of this study is to examine the cognitive processes underlying the listening comprehension section of IELTS and to investigate if they vary in terms of difficulty. For this purpose, a checklist of possible cognitive operations was prepared based on the literature and the candidates’ feedback. The checklist consisted of six cognitive operations. A sample of IELTS listening test was given to 310 upper intermediate and advanced students of English. Linear logistic test model was employed to analyse the data. Findings showed that keeping up with the pace of the speaker and understanding reduced forms were the most difficult operations for the listeners. Altogether, the six operations explained 72% of the variance in item difficulty estimates. Implications of the study for the testing and teaching of listening comprehension are discussed.
Keywords
listening comprehension; subskills; validity
Subject
Social Sciences, Cognitive Science
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Received:
1 April 2019
Commenter:
Ramses Vázquez Lira
The commenter has declared there is no conflict of interests.
Comment:
Dear Purya Baghaei
Hello, my name is Ramsés Vázquez-Lira, I'm a professor at psychology faculty at UNAM in Mexico City. I'm trying to teach my students with a practical example of a LLTM in R, searching for a tutorial I found your paper . In the most attentive way and for educational purposes could you share to me your data base to replicate your results and show the results to my students the output and plots.
I hope we keep in touch, my best regards.
Commenter: Ramses Vázquez Lira
The commenter has declared there is no conflict of interests.
Hello, my name is Ramsés Vázquez-Lira, I'm a professor at psychology faculty at UNAM in Mexico City. I'm trying to teach my students with a practical example of a LLTM in R, searching for a tutorial I found your paper . In the most attentive way and for educational purposes could you share to me your data base to replicate your results and show the results to my students the output and plots.
I hope we keep in touch, my best regards.
Ramsés Vázquez-Lira Ph.D.