successfully complete the task without taking enough notes. In the TAP data,
students repeatedly mention the importance of note-taking, which will be elaborated
in the qualitative data analysis part. It is also worth noticing that the sequence of
extracted factors is also different between the two sets of data in question.
5.6 Discussion on Task Demands.............................
Task demands is an essential component in the task domain of the proposed Lecture
Comprehension Construct framework. Our focus is not only laid upon the simi-
larities between teachers’perception and students’perception of the main factors
that constitute task demands, but also their different inclinations in their respective
factor structures.
Table 5.16 Similarities and differences between teachers’and students’perception
Thefirst factor Macro and micro
discourse
representationNote-taking Sequence of
extracted
factors
Teachers Teachers believe the
general
understandingof
the lecture is the
major concern for
academic listening
tests, i.e. macro
discourse
representation
(55.433% of the
variance) is the most
dominant factor in
the four-factor
structureItems 8, 9, 10, 11,
12 representative
of macro
representation for
teachers are related
to decoding for
studentsNo summarization
items are related to
note-taking- Macro
- Note-taking
- Decoding
- Micro
Students Students believe
taking effective
notesis the most
important because
they have personal
experience
concerning the test
task itself, i.e.
note-taking
(26.101% of the
variance) is the most
dominant factor in
the four-factor
structureItems 14, 20, 21
related to micro
representation for
students represent
decoding for
teachersItems 28 and 29
mainly concern the
summarization skill
which is considered
helpful for taking
notes by students- Note-taking
- Decoding
- Micro
- Macro
62 5 Exploring Task Demands of TEM 8 Mini-Lecture...