The Effects of Working Memory Span on Listening Tests without Preview Questions

Abstract

This study aims to investigate the effects of working memory span on listening tests that do not include preview questions. In the first test session, question stems and answer options were only provided through oral input. However, in the second session, the same 31 test takers were allowed to read the question stems and answer options in a multiple- choice listening test. The gap score between the two sessions was then analyzed in relation to each students working memory span, which was, in turn, measured through a conceptual working memory span task. The results show a clear correlation between working memory span and gap score. This study suggests that removing written cues can lead to significantly lower achievement scores for test takers with a low working memory span.