| アイテムタイプ |
学術雑誌論文 / Journal Article(1) |
| 公開日 |
2026-03-06 |
| タイトル |
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|
タイトル |
The impact of Japanese EFL test-takers’ listening comprehension on their notetaking and summarization performance in two distinct listen-to-summarize tasks: an eye-tracking mixed-methods study |
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言語 |
en |
| 言語 |
|
|
言語 |
eng |
| キーワード |
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言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Eye-tracking |
| キーワード |
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|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Integrated tasks |
| キーワード |
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|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Japanese EFL learners |
| キーワード |
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|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Listening comprehension |
| キーワード |
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|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Listen-to-summarize |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Notetaking |
| 資源タイプ |
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資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
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資源タイプ |
journal article |
| 著者 |
Nishikawa, Mikako
Horiguchi, Yukio
Yu, Guoxing
Luhovyk, Olena
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| 抄録 |
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内容記述タイプ |
Abstract |
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内容記述 |
Recently, there has been a growing trend towards assessing test-takers’ ability to summarize different sources (e.g., lectures, texts, and charts). While integrated tasks often focus on read-to-write tasks, listen-to-write tasks are increasingly used to evaluate summarization skills. This study aimed to deepen our understanding of how listening comprehension influences note-taking strategies and summarization performance in two distinct listen-to-summarize tasks. In this mixed-methods study, we used a wearable eye-tracking device (Tobii Pro Glasses 3, ver. 2020) to monitor eye movements of 20 participants during listen-to-summarize tasks with different levels of task difficulty. Participants completed a listening comprehension quiz following each listen-to-summarize task. Quantitative and qualitative data were collected through the listening strategy and test-taking questionnaire, semi-structured interviews, notes, and summaries to compare the different strategies they applied to the two listen-to-summarize tasks. The findings revealed that the more challenging listen-to-summarize task required greater cognitive effort to recall information for summary production, resulting in longer pauses on the screen. Ordinal Logistic Regression analysis showed that only the quiz result of the more challenging listen-to-summarize task could predict the performance in the listen-to-summarize tasks. The interview results revealed the challenges test-takers faced in completing the tasks, confirming that listening comprehension influenced notetaking strategies, which in turn affected summary writing. The eye-tracking results suggested that test-takers adapted different strategies depending on the task difficulty. These findings offer insights into how listening comprehension mediates notetaking and summary writing. For example, participants who take more structured and well-organized notes tend to demonstrate stronger listening comprehension. These results also provide implications for improving teaching methods, such as guiding instructors to explicitly teach notetaking strategies for identifying main ideas and to scaffold listening tasks with previewing activities to improve comprehension. |
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言語 |
en |
| 書誌情報 |
en : Language Testing in Asia
巻 16,
号 1,
p. art. no. 12,
発行日 2026-02-11
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| 出版者 |
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出版者 |
Springer Nature |
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言語 |
en |
| ISSN |
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収録物識別子タイプ |
ISSN |
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収録物識別子 |
2229-0443 |
| DOI |
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|
関連タイプ |
isIdenticalTo |
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|
識別子タイプ |
DOI |
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|
関連識別子 |
https://doi.org/10.1186/s40468-026-00431-x |
| 権利 |
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|
権利情報 |
© The Author(s) 2026. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. |
|
言語 |
en |
| 著者版フラグ |
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出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| 引用 |
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内容記述タイプ |
Other |
|
内容記述 |
Language Testing in Asia, 16(1), art. no. 12; 2026 |
|
言語 |
en |
LTA16_12.pdf (1.8 MB)
