Assessing Listening
Abstract
The book outlines the major areas of listening research in an accessible manner and provides language teachers with guidelines to design and develop suitable listening tests for their students.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Because the clips presented concrete factual information, only literal comprehension questions could be asked rather than a combination of literal and inferencing questions.
“Second, because of the nature of the clips, which presented concrete factual information, we could only ask literal comprehension questions, rather than a combination of literal and inferencing questions (Buck, 2001).”
From Effects of captioning on video comprehension and incidental vocabulary learning (2014) · cites this paper as Buck, 2001
Cited by
Sorted by citations
van Zeeland, H., & Schmitt, N. (2013) · Applied Linguistics · doi:10.1093/applin/ams074 · Cited by 457 · see citing works
Some reflections on task-based language performance assessment
Bachman, L. F. (2002) · Language Testing · doi:10.1191/0265532202lt240oa · Cited by 318 · see citing works
Effects of captioning on video comprehension and incidental vocabulary learning
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014) · Language Learning & Technology · doi:10.64152/10125/44357 · Cited by 223 · see citing works
- Authors
- Buck, G.
- Corresponding author
- Buck, Gary
- Venue
- Cambridge University Press eBooks
- Publisher
- Cambridge University Press
- Published
- 2001-04-12
- OpenAlex
- W2214031504
- Cited by
- 878
- References
- 0
- Citations by year
- 2026: 38 · 2025: 45 · 2024: 45 · 2023: 79 · 2022: 84 · 2021: 65 · 2020: 60 · 2019: 67 · 2018: 86 · 2017: 50 · 2016: 39 · 2015: 47 · 2014: 36 · 2013: 30 · 2012: 28
- FWCI
- 3.92
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Acquisition and Education
- Keywords
- listening comprehension, listening tests, test design, language assessment, listening research, language teachers
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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