Structure of academic skills measured by the listening comprehension test in National Center Test

Abstract

The study examines relationships between the English listening comprehension test and other subjects in the National Center Test; then discusses the results with validity of the listening test using self-evaluation questionnaires and washback effects on English curriculums. The results of each subject were mapped on the two-dimensional chart with the axes of comprehensive academic achievement and of humanities-science interests of the examinees. Listening tests showed different locations on the chart from paper-based English tests, but closer to Japanese Language tests. Although listening tests correlated with paper-based tests, listening tests showed higher correlation with self-evaluated achievement of listening behaviors. This tendency may imply construct validity of the listening test. In addition, the listening tests seem to have positive washback effects on English curriculum such as active encouragement of listening, grammar, and logical understandings.