Chapter 9
Conclusion and Recommendations
9.1 Introduction
This chapter willfirst present the verified framework for Lecture Comprehension
Construct (LCC) and then provide answers to all research questions. In this chapter,
recommendations based on the analysis of the current empirical study will be
unfolded in two aspects: recommendation for academic listening assessment and
implications for academic listening instruction. Future research directions centering
upon the assessment of lecture comprehension will be suggested in the end of the
chapter.
9.2 Verified LCC Framework
The verified LCC framework is composed of validity components such as test-taker
characteristics, task domain, competence domain and test-taker response (see
Fig.9.1). Among these validity components, task domain and competence domain
are the most critical to LCC framework and will be further elaborated on.
Test-taker characteristicsare still the starting point of the verified framework.
The qualitative data reflect individual differences in the cognitive processes of
test-taking and retelling phases. Those differences can be attributed to individual
physiological, psychological and experiential characteristics. Test-takers’psycho-
logical or cognitive characteristics include different cognitive styles and therefore a
series of task types and response formats should be used to reduce bias concerning
test-takers’ cognitive preferences. Test-takers’ background schemata are also
involved especially in EAP tests. TAP data reflect the fact that test-takers’char-
acteristics influence their test performances and cognitive processes while taking
the test, test-taker characteristics is an indispensable part of the LCC framework.
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Cloze Tasks, DOI 10.1007/978-981-10-6202-5_9
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