Listenership always matters: active listening ability in L2 business English paired speaking tasks

Abstract

Abstract Active listening, foundational for meaningful social interaction, plays a pivotal role in enhancing interactional competence (IC) during dialogues. Despite its importance, current second language (L2) assessments, such as the TOEFL iBT and the Business English Certificate (BEC) Preliminary, notably does not include active listening in their evaluation metrics. The research presented here contributes significantly to this discourse by foregrounding the imperative of listener responses (LRs) in L2 communication and the diverse interactional functions they serve across different cultures. Notably, variations emerge, with Chinese speakers exhibiting more restrained verbal feedback compared to the more vocally expressive English counterparts. This study stands apart by underscoring the necessity of updating current L2 assessment rubrics, which currently prioritize grammatical proficiency, pronunciation, and vocabulary. By weaving in active listening, assessments can become more holistic, capturing more comprehensively a learner’s L2 interactional ability. Through rigorous quantitative and qualitative methodologies, this investigation probes the influence of active listening on BEC speaking test outcomes. Its findings are poised to revolutionize assessment strategies, urging a more encompassing approach that factors in both verbal and non-verbal cues, thereby reflecting genuine linguistic and interactional competence.