The issues of construct definition and assessment authenticity in video-based listening comprehension tests: Using an argument-based validation approach

The advancement in technology has paved the way for the inclusion of videos in L2 listening comprehension tests. It is true that video listening test format is becoming more popular in various contexts. But, as existing research shows, there are still some on-going debates over the practice of video-based listening tests. Taking an argument-based approach (Chapelle, Enright, & Jamieson, 2008), this paper focuses on the issues of construct definition and test authenticity in video-based listening tests. The inferences of Domain definition and Explanation were introduced to help contextualize the issues. Empirical studies suggest that the controversial role of visual-related skills in the construct of video-based listening tests is not well recognized both in theory and in practice. The commonly held assumption that the introduction of videos into listening tests boosts authenticity is questionable with a closer look at the two aspects of authenticity, namely situational and interactional authenticity. Therefore, more empirical research and theoretical thinking are needed to warrant the use of videos in listening tests. Some suggestions concerning video-based listening test development and validation studies are made at the end of this paper.