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With a nested cross-over design, participants were examined across proficiency levels while comparing visual conditions (present vs absent) and stimulus types: dialogues/short conversations, academic discussions, and mini-talks. Three significant two-way interactions emerged, including proficiency by stimulus type and stimulus type by visual condition. 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Now that TOEFL is computer based, listening comprehension items are being created that include both audio and visual information. A nested cross-over design (participants nested in pro􀂎 ciency, level and form) was used to examine the effects of visual condition (present or absent), type of stimuli (dialogues/short conversations, academic discussions and mini-talks) and language pro􀂎 ciency (high or low) on performance on CBT (Computer-based Test) listening comprehension items. Three two-way interactions were signi􀂎cant: pro􀂎 ciency by type of stimuli, typeof stimuli by visual condition and type of stimuli by time. The interaction between type of stimuli by visual condition although weak, was perhaps the most interesting and indicated that the presence of visuals results in facilitation of performance when the visuals bear information that complements the audio portion of the stimulus.  \n1 Introduction  \n1 Background for the study  \nIn an effort to use multimedia computer technology to develop a more realistic and valid test of communicative competence, the Listening Comprehension section of the Test of English as a Foreign Language (TOEFL) now includes visual accompaniments to verbal stimuli. The primary purpose of this study was to examine the effects of the presence or absence of different types of visual accompaniments ( context or content) in association with different types of Listening Comprehension stimuli. The stimulus types were Dialogues/Short Conversations, Academic Discussions and Mini-talks.  \nCurrent test development efforts involve the production of Listening Comprehension items that include still photos, drawings and pictures. The decision to include visuals was made for several reasons.  \nAddress for correspondence: April Ginther, Assistant Professor, Department of English, Purdue University, 1356 Heavilon Hall, West Lafayette, IN 47907, USA; email: [aginther](agintherKpurdue.edu)[K](agintherKpurdue.edu)[purdue.edu](agintherKpurdue.edu)  \nLanguage Testing 2w2nloed(f2ro)m t3tp3:// .g[pub.com](pub.com1b0y.E1v1do9ki1a/K0a2ra6va5s5on3A2p2ril09,22l0t029)[1](pub.com1b0y.E1v1do9ki1a/K0a2ra6va5s5on3A2p2ril09,22l0t029)[b](pub.com1b0y.E1v1do9ki1a/K0a2ra6va5s5on3A2p2ril09,22l0t029)[0](pub.com1b0y.E1v1do9ki1a/K0a2ra6va5s5on3A2p2ril09,22l0t029)[y](pub.com1b0y.E1v1do9ki1a/K0a2","cbCaisTCcvIx3MYQ","https://ap.wps.com/l/cbCaisTCcvIx3MYQ","pdf",314749,36,"English","# Introduction\n## Background for the study","[{\"question\":\"What problem does the study address in TOEFL listening comprehension?\",\"answer\":\"The study addresses how adding visual accompaniments to audio stimuli changes performance in the Listening Comprehension section of the TOEFL.\"},{\"question\":\"How were the effects of visuals and stimulus types tested?\",\"answer\":\"A nested cross-over design compared visual conditions (present/absent) and stimulus types (dialogues/short conversations, academic discussions, mini-talks) across language proficiency levels.\"},{\"question\":\"What do the results indicate about using visuals?\",\"answer\":\"Visuals can facilitate performance, especially when the visual information complements what is presented in the audio stimulus.\"}]","Language Testing - Visual Context and Content Effects on Listening Comprehension | PDF",1790809718,91]