标题：The Effect of Visual and Textual Accompaniments to Verbal Stimuli on the Listening Comprehension Test Performance of Iranian High and Low Proficient EFL Learners
摘要：The present study aimed at comparing the effect of a series of static images with that of condensed paraphrased scripts accompanying verbal stimuli in listening comprehension tests supplemented with visual or textual input. It utilized three batteries of IELTS listening tests: one sampling 58 participants to carry out the study with, another with supplemented visual or textual aids, and the other without such aids. The participants were then divided into higher proficient listeners group (HPL) and the lower proficient listeners group (LPL) on the basis of their performance on a general listening module of the IELTS examination. The HPL was subsequently divided into two groups: one receiving static images with verbal stimuli, another receiving script presentations with the same verbal stimuli. The LPL was also divided into two groups with the same procedure. The analysis of results showed that listening tests with static images yielded better performance than script presentations, visual aids were more advantageous to lower proficient listeners while textual aids were more advantageous to higher proficient listeners, and tests with more static images yielded much better performance than those with fewer static images.
