This study compared aural and written modes of presentation for the two item types, to explore the effects of question/option presentation mode and item type on EFL learners’ listening comprehension performance and their perception. One hundred and fifteen Korean college students who were divided into three different proficiency groups participated in the study. The participants took a listening test which consisted of dialogue-completion and Q&A multiple-choice items in the aural and written modes, followed by a survey on their perceptions, and a stimulated recall interview. The results showed that the least proficient group was more critically affected by the mode than the other two groups. The least proficient group performed significantly better in the written mode than in the aural mode, while they received similar scores on the two item types. The major factors that caused the discrepancy among the groups were memory capacity in the aural mode and reading ability in the written mode. The implications and suggestions on listening test development are discussed.

1. INTRODUCTION
 2. RESEARCH BACKGROUND
  2.1. Modes of Question and Option Presentation
  2.2. Item Types
  2.3. Potential Interaction Between the Presentation Mode and the ItemType
 3. METHODOLOGY
  3.1. Participants
  3.2. Instruments
  3.3. Procedure
  3.4. Data Analysis
 4. RESULTS AND DISCUSSION
  4.1. The Effects of Mode and Item Type on the Test-Takers’ Performance
  4.2. Test-Takers’ Perception of Aural and Written Modes of Presentationon Two Item Types
  4.3. Factors Found in the Different Test Formats and Their Effects on Test-Takers’ Performance and Perception
 5. CONCLUSION
 REFERENCES

• Soohye Yeom(Seoul National University)