Effect of Multiple-Choice Test Items in Oral and Written Modes on University EFL Students' Listening Comprehension

This study aimed at exploring the effects multiple-choice (MC) test items presented in oral and written modes on the listening comprehension of Iranian EFL students at the tertiary level. To this end, ٦٠ BA students of English studying at Shahid Chamran University of Ahvaz were recruited. Administering the listening section of Oxford Placement Test (OPT), the participants were divided into two groups of high-achievers and low-achievers. Half of the participants who obtained the highest scores were regarded as high-achievers, and the other half were considered as low-achievers. Afterwards, all the test-takers took a TOEFL listening test with ٢٥ written MC items. One week later, the second phase of data collection was performed by another ٢٥ MC items which were presented orally. The independent and paired samples t-tests were conducted. The results revealed that high-achievers outperformed the low-achievers in both oral and written modes of the test. Moreover, both high-and lowachievers scored significantly higher on written items than oral ones. It can be concluded that the written presentation of MC listening items is more preferred by both groups of high achievers and low-achievers. Finally, suggestions for future research are made.

کلیدواژه ها:

Multiple-Choice Tests ، Listening Comprehension ، Oral and Written Modes ، Listening Comprehension