skills needed represented by both teachers’and students’questionnaire data) and
cognitive processes that indicate language competence.
Research questions addressing the proposed framework of LCC are listed as
follows:
8.2.1 Research Question 1: Task Demands
What are the task demands of listening to an academic mini-lecture and completing
a structured listen-to-summarize cloze task?
8.2.2 Research Question 2: Cognitive Processes and Task
Targets
What are the main cognitive processes test-takers undergo while completing the
structured listen-to-summarize cloze task after listening to an academic
mini-lecture?
2 :1. How do the task targets of the listen-to-summarize cloze task interact with
test-takers’test-taking cognitive processes?
2 :2 To what extent do test-takers of various language competence levels differ in
terms of their cognitive processes involved in completing the structured
listen-to-summarize cloze task and the online retelling?
In order to visualize the interactions between the key factors to be addressed by
the afore-listed research questions, we put the key factors from the framework with
the corresponding research questions in Fig.8.1. RQ 1 addresses a key factor–task
demands in the“task domain”. A considerable amount of questionnaire data from
Cognitive
processes
(RQ2.1)Task
demands
(RQ1)Language
Competence
(RQ 2.2)Fig. 8.1 A summary of the
key factors to be addressed by
the research questions
132 8 Linking Task Demands, Cognitive Processes...