Journal of Education and Training Studies Vol. 3, No. 6; November 2015

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Journal of Education and Training Studies 
Vol. 3, No. 6; November 2015 
ISSN 2324-805X E-ISSN 2324-8068 
Published by Redfame Publishing 
URL: http://jets.redfame.com 
83 
Use of Video and Audio Texts in EFL Listening Test 
Ahmet Başal
1
, Kaine Gülözer
2
, İbrahim Demir
3
1
School of Education, Yildiz Technical University, İstanbul, Turkey 
2
School of Foreign Languages, Yildiz Technical University, İstanbul, Turkey 
3
Department of Statistics, Yildiz Technical University, İstanbul, Turkey 
Correspondence: Ahmet Başal, School of Education, Department of Foreign Languages Education, Davutpasa Campus, 
34220, Esenler, İstanbul, Turkey
Received: August 3, 2015 Accepted: August 20, 2015 Online Published: August 27, 2015 
doi:10.11114/jets.v3i6.1001 URL: http://dx.doi.org/10.11114/jets.v3i6.1001 
Abstract 
The study aims to discover whether audio or video modality in a listening test is more beneficial to test takers. In this 
study, the posttest-only control group design was utilized and quantitative data were collected in order to measure 
participant performances concerning two types of modality (audio or video) in a listening test. The participants, first 
grade students from an ELT program, were recruited and randomly assigned to two groups: audio-only text (AOT) 
(n=30) and video-only text (VOT) (n=27). Audio-only text (AOT) and video-only text (VOT) posttests were 
administered to the two randomly selected groups. Based on the results, the spread of the scores was wide in the post 
tests. In a nutshell, apart from texts 1 and 2, the AOT group performed significantly higher than the VOT group, despite 
the visual elements of the video. When considered all twenty items of the four texts, the significant difference found 
indicates that the audio modality was more favorable. This study examined differences in the effects of video listening 
text or audio-only listening text in terms of their effect on L2 test-taker performance. The quantitative results showed 
significantly higher success for AOT test takers. In other words, a consistent pattern presented in the listening 
comprehension test towards audio modality. However, the findings of the current research are not conclusive since 
various elements may have affected the outcome, such as motivation, physical factors, and topic familiarity, note-taking 
habits, and initial preference for audio or video. Therefore, further empirical research comparing AOT and VOT 
listening comprehension assessments is suggested to take into account these variables.