The listening comprehension section of the TOEFL has traditionally involved audio
presentations of language without accompanying visual stimuli. 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
proficiency, 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 proficiency (high or low) on performance on
CBT (Computer-based Test) listening comprehension items. Three two-way interactions
were significant: proficiency by type of stimuli, type of 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.
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