Descriptive statistics

The questionnaire included both positively as well as negatively formulated questions. Thus, before calculating descriptive statistics for the questionnaire responses, the data for the negatively formulated questions (questions 8 to 13 and 20 to 23) was reversed to allow for cross-comparisons (see also Dörnyei & Taguchi, 2009, p. 90). After this

107 recoding, the mean and standard deviation were calculated and are displayed in Table 20 for the MC tasks and in Table 21 for the NF tasks (single play and double play).

Table 20: Study 1: descriptive statistics for the responses to Questionnaire 1: MC tasks in single and double play Single play MC Double play MC

N* M** SD N* M** SD 1. I read the questions/answer options before listening. 152 3.45 0.796 152 3.43 0.850 2. I tried to find my own answer during listening and only

looked at the options at the end. [only for MC tasks]

150 1.87 0.849 147 1.78 0.840 3. I made a guess based on vocabulary used in the

questions (and options).

150 1.82 0.949 147 1.69 0.873 4. I listened for the words that appeared in the questions

(and options).

150 2.05 0.877 151 1.98 0.836 5. I only listened for relevant information to answer the

questions.

150 2.67 0.902 146 2.57 0.953 6. I filled in the answer sheet anyway, though I wasn’t not

sure.

151 3.77 0.647 152 3.49 0.935 7. Before taking the test, I felt confident and relaxed. 145 3.09 0.897 145 3.08 0.898 8. During the test, I found myself thinking of the

consequences of failing.

148 3.20 1.043 149 3.28 0.972 9. During the test, I got so nervous that I forgot facts I really

know.

150 3.58 0.726 148 3.59 0.669 10. After taking the test, I felt I could have done better than

I actually did.

144 2.62 0.967 145 2.80 0.997 11. When I first got my copy of the test, it took me a while to

calm down to the point where I could begin to think straight.

148 3.03 0.979 151 3.25 0.952 12. While I took the test, my nervousness caused me to

make careless errors.

141 3.42 0.855 145 3.50 0.765 13. While taking the test, I found myself wondering whether

the other students were doing better than I was.

147 3.03 1.060 151 3.11 1.043 14. I concentrated hard on what the speaker was saying. 150 3.54 0.672 149 3.51 0.694 15. I guessed the meaning of unknown words, using tone of

voice as a clue.

145 2.11 0.980 139 2.07 0.968 16. While listening, I made up a story line, or adopted a

clever perspective.

143 2.33 0.933 148 2.47 1.039 17. I made a mental or written summary of language and

information presented in the listening tasks.

149 1.73 0.905 147 1.80 0.929 18. I translated what I heard into my mother tongue. 147 1.39 0.688 149 1.84 0.966 19. While listening, I monitored my understanding of the

listening passage discourse structure.

144 1.53 0.719 140 1.46 0.762 20. I got upset when I was not sure whether I understood

what I was hearing in English.

151 2.79 1.043 152 2.89 1.004 21. I often understood the words but still couldn’t quite

understand what the speaker was saying.

149 3.31 0.861 150 3.18 0.852 22. I got so confused I couldn’t remember what I’d heard. 149 3.32 0.923 145 3.43 0.873 23. I felt intimidated while listening to the tasks. 150 3.43 0.839 149 3.53 0.793 24. I enjoyed listening to the tasks. 137 1.97 0.923 141 2.02 0.890 25. I felt confident while listening to the tasks. 144 2.49 0.953 142 2.44 0.941

* This column displays the number of valid responses. The total number of respondents was 153.

108

Table 21: Study 1: descriptive statistics for the responses to Questionnaire 1: NF tasks in single and double play Single play NF Double play NF

N* M** SD N* M** SD 1. I read the questions/answer options before listening. 150 1.78 0.911 153 3.73 0.620 3. I made a guess based on vocabulary used in the questions

(and options).

147 2.05 0.902 153 1.73 0.866 4. I listened for the words that appeared in the questions (and

options).

144 2.75 0.957 151 2.07 0.910 5. I only listened for relevant information to answer the

questions.

152 1.98 1.226 151 2.58 0.975 6. I filled in the answer sheet anyway, though I wasn’t not

sure.

142 2.80 1.012 152 3.00 1.190 7. Before taking the test, I felt confident and relaxed. 146 3.20 1.061 150 3.07 0.864 8. During the test, I found myself thinking of the

consequences of failing.

149 3.44 0.766 147 3.29 1.020 9. During the test, I got so nervous that I forgot facts I really

know.

143 2.29 1.072 150 3.55 0.681 10. After taking the test, I felt I could have done better than I

actually did.

150 3.10 1.054 140 2.79 0.958 11. When I first got my copy of the test, it took me a while to

calm down to the point where I could begin to think straight.

142 3.25 0.934 151 3.18 0.924 12. While I took the test, my nervousness caused me to

make careless errors.

151 2.93 1.112 143 3.30 0.831 13. While taking the test, I found myself wondering whether

the other students were doing better than I was.

151 3.51 0.672 147 3.07 1.025 14. I concentrated hard on what the speaker was saying. 143 2.08 0.957 152 3.66 0.563 15. I guessed the meaning of unknown words, using tone of

voice as a clue.

146 2.33 1.058 144 2.37 1.069 16. While listening, I made up a story line, or adopted a

clever perspective.

144 1.65 0.864 148 2.60 0.967 17. I made a mental or written summary of language and

information presented in the listening tasks.

147 1.69 0.926 149 1.75 0.813 18. I translated what I heard into my mother tongue. 144 1.43 0.735 144 1.41 0.673 19. While listening, I monitored my understanding of the

listening passage discourse structure.

148 2.68 1.018 140 1.64 0.814 20. I got upset when I was not sure whether I understood

what I was hearing in English.

148 2.92 0.965 150 2.87 0.992 21. I often understood the words but still couldn’t quite

understand what the speaker was saying.

147 3.03 1.030 150 3.39 0.842 22. I got so confused I couldn’t remember what I’d heard. 147 3.27 0.946 150 3.51 0.775 23. I felt intimidated while listening to the tasks. 145 1.76 0.802 147 3.57 0.712 24. I enjoyed listening to the tasks. 146 2.14 0.968 138 2.07 0.991 25. I felt confident while listening to the tasks. 150 1.78 0.911 144 2.64 1.008

* This column displays the number of valid responses. The total number of respondents was 153.

109 Several tendencies can be identified in these results. First, the differences in means between the single play and double play condition across both task types are relatively small for most questions. However, for the majority of questions the differences seem to suggest that in the single play condition, test takers in general used more test-taking strategies (questions 1 to 6) and fewer listening strategies (questions 14 to 19), particularly for MC tasks. Test takers also seemed more anxious in the single play condition, both in terms of test-taking anxiety (questions 7 to 13) as well as listening anxiety (questions 20 to 25), although there are a number of questions which point in the opposite direction. In general, however, clear patterns are difficult to make out by only inspecting the means and standard deviations.

In order to get a clearer picture of possible patterns between the two conditions a factor analysis was performed. The results of the factor analysis served as the basis for a Wilcoxon signed-rank test to inspect statistical significance, as will be described in the following.