FROM AUDIO TO VISUAL: RETHINKING ESL LISTENING COMPREHENSION THROUGH VIDEO-BASED TESTS

Abstract

Listening comprehension, a fundamental competency in the process of second language acquisition, has historically been tested in traditional ways that only approximate real-life situations, relying solely on audio without visual context to assess the actual listening skills of speakers in person. Due to recent technological improvements, video media is now an option that may help to place listening assessments in more contextual, additional non-verbal cues (Dembrow, 2023). However, research regarding its effectiveness is inconclusive and limited studies are carried out in contexts where English is a foreign language as in South Asia. The purpose of this study was to explore the effect of video media on the listening comprehension of advanced ESL learners enrolled at Islamia University, Bahawalpur as compared to audio only. In a quasi-experimental design, a total of 90 participants completed a comprehension test about a 10-minute academic lecture presented in either video or audio format. Using a quantitative approach, the video group scored significantly better than the audio group (p <. 01), emphasizing the importance of using visuals to aid comprehension. Qualitative feedback also suggested that while learners enjoyed video formats and believed they would better represent real-world scenarios, some enjoyed the simplicity of audio-only inputs. In contexts where learners are likely to struggle with only auditory input, this study makes a compelling case for the inclusion of video media in language testing. This study fills the gap in research as it pertains to South Asian contexts, adds to the wider discourse around multimodal assessments, and offers practical implications for developing accessible and efficient language assessment tools.