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Visual	  information	  plays	  an	  important	  role	  in	  second	  language	  (L2)	  listening comprehension	  (Anderson	  &	  Lynch,	  1988;	  Field,	  2008;	  Rost,	  2011),	  yet	  visuals	  have seen	  limited	  use	  in	  the	  assessment	  of	  L2	  listening.	  The	  limited	  use	  of	  visuals	  in listening	  tests	  can	  be	  partially	  attributed	  to	  the	  lack	  of	  solid	  empirical	  evidence about	  how	  visuals	  are	  viewed	  during	  such	  tests	  and	  what	  impact	  they	  have	  on	  test performance.	  In	  particular,	  existing	  research	  has	  produced	  mixed	  results	  regarding the	  effect	  of	  visual	  information	  on	  media-­‐enhanced	  L2	  listening	  test	  performance	  of language	  learners,	  whereas	  their	  viewing	  behavior	  during	  such	  assessment	  has	  not been	  explored	  in	  detail	  (Ockey,	  2007;	  Wagner,	  2007,	  2010a).	  To	  address	  this	  gap, the	  present	  study	  employed	  eye-­‐tracking	  technology	  to	  investigate	  the	  extent	  to which	  L2	  learners	  view	  context	  and	  content	  videos	  during	  a	  Video-­‐based	  L2 Academic	  Listening	  Test	  (VALT),	  learners’	  self-­‐reported	  perceptions	  and	  use	  of	  the two	  video	  types,	  and	  the	  effect	  of	  these	  visuals	  on	  their	  test	  performance. This	  mixed-­‐methods	  study	  was	  based	  on	  Creswell	  and	  Plano	  Clark’s	  (2007) data	  transformation	  model	  of	  the	  triangulation	  design	  and	  addressed	  five	  research questions	  that	  investigated	  (a)	  the	  appropriateness	  of	  statistical	  properties	  of	  test scores	  for	  norm-­‐referenced	  decisions,	  (b)	  differences	  between	  scores	  on	  the subtests	  associated	  with	  different	  video	  types	  and	  between	  scores	  on	  the	  video	  and audio-­‐only	  versions	  of	  the	  test,	  (c)	  learners’	  viewing	  patterns	  with	  regard	  to	  context and	  content	  videos,	  (d)	  learners’	  use	  of	  visual	  information	  when	  watching	  the	  two video	  types,	  and	  (e)	  learners’	  use	  of	  visual	  information	  when	  answering	  individual

Interacting with visuals in L2 listening tests: An eye-tracking study