TESTING LISTENING IN THE INTERNET-BASED TEST OF ENGLISH AS A FOREIGN LANGUAGE

Abstract

In this paper, the Listening section of the Internet-based Test of English as a Foreign Language is analyzed. Based on theoretical attempts to define a construct of listening and on the statement of purpose provided in the ETS’s publications, the intention of this paper is to identify the construct, or in other words the abilities necessary for comprehend and analyze an utterance. TOEFL iBT measures a test taker’s ability to understand the English language as is heard in an academic setting, thus providing evidence of their ability to understand and participate in lectures and conversations. Therefore, this paper identifies three purposes for academic listening: listening for basic comprehension, listening for pragmatic understanding, and listening for connecting and synthesizing information. Based on these three purposes, there are identified skills and abilities which are constituent part of the construct, which is then operationalized by input materials and test tasks in a language test. The step of test operationalization involves selecting audio materials and formulating test tasks, which in the case of TOEFL iBT take the form of a selected response. Finally, there are certain limitations identified, which are inherent to assessing language skills, as well as to assessing language through computer technology. However, despite the limitations, it is emphasized that assessing listening represents an important segment of overall language assessment, because listening is essential feature of communication. A wider implication of this paper refers to the insight Serbian test developers may benefit from when attempting to develop a test of listening in entrance or any other type of language exams.