Chapter 5
Exploring Task Demands of TEM 8
Mini-Lecture Comprehension
5.1 Introduction..........................................
This chapter describes the research design, data collection procedures and analytical
approaches employed in the quantitative part of the current empirical study. That is
to say, this chapter attempts to answer thefirst research question, i.e. what are the
task demands of listening to a TEM 8 Mini-lecture and completing a structured
listen-to-summarize cloze task afterward?
In order to answer this research question, this chapter presents questionnaire
survey results revealing both teachers’ and students’ perceptions of TEM 8
Mini-lecture comprehension task, including descriptive statistics and exploratory
factor analysis.
5.2 Participants in the Quantitative Part of the Research...........
There are two sets of questionnaire data to address thefirst research question: What
principal components are the most representative task demands of lecture com-
prehension construct based on the teachers’and students’questionnaire survey
respectively? The purpose of collecting two different sets of questionnaire data lies
in the assumption that teachers’perception of lecture comprehension skills that
should be tested by a high-stakes academic listening test, such as TEM 8 might be
different from students’point of view. Differences derived from the two sets of data
can be regarded as different voices that represent two separate groups of stake-
holders of the same test. The different participants assigned to the two types of
questionnaire are listed in the Table5.1.
On the other hand, the similarities derived from the two sets of data might draw
more attention as they represent the same academic listening task demand.
©Springer Nature Singapore Pte Ltd. 2018
H. Wang,Testing Lecture Comprehension Through Listening-to-summarize
Cloze Tasks, DOI 10.1007/978-981-10-6202-5_5
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