Lila and Jake’s Seminar - IELTS Listening Answers & Explanations
From IELTS Recent Actual Test 5 Academic Listening Test 3 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–24 Multiple Choice (One Answer)
Choose the correct letter, A, B or C.
Questions 25–26 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 27–28 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Questions 29–30 Multiple Choice (Two Answers)
Choose TWO letters, A-E.
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | C | Lila: And we selected the article because though we weren't familiar with the technique, it seems an accessible topic. You know, using IT to design crosswords for higher education | Excerpt/Transcript Explanation: The transcript shows Lila saying that they picked the article because the topic was easy to approach (accessible), even though they did not know much about the specific method (the technique) used in the study. Answer Explanation: The answer means that Lila and Jake picked the research article because the subject it talked about was simple and easy to understand. Reason For Correctness: The correct answer is C because Lila explains that the reason they chose that specific article was that the topic seemed 'accessible.' In English, an 'accessible' topic means one that is easy to understand or deal with, which matches the meaning of a 'straightforward concept.' Although they weren't familiar with the specific method, the general idea of using computers (IT) for crosswords in school was something they felt they could handle. |
| Q22 | B | Not really. At first, you know, it was actually hard, but later when we convinced them by talking about the actual benefit that they will get from participating in this research on preparing for an exam which is coming up later this semester | Excerpt/Transcript Explanation: The transcript shows Jake explaining that they convinced or persuaded the students to participate by showing them that the research would help them study for an upcoming exam. Answer Explanation: The answer means that Lila and Jake told the other students that joining the study would help them get ready for a specific test they were going to have. Reason For Correctness: The correct answer is B because Jake explains how they persuaded their classmates to join the research. He identifies that it was difficult at first, but they were successful once they told the students about the "actual benefit" of joining. Specifically, this benefit was helping them with "preparing for an exam" that was happening later that semester. This matches the idea of helping them with a "particular test." |
| Q23 | C | By a questionnaire. There were two pages in the original questionnaire and it included lots of x-linked questions. But the whole section about difficulties using IT is now out of date. Even the questionnaire had just been finished a few years ago | Excerpt/Transcript Explanation: The transcript shows Jake explaining that even though the questionnaire was recently made, the part about problems using technology (IT) is 'out of date.' This is why they updated the questions. Answer Explanation: The answer means that the first list of questions had some information that was too old to be useful now. Reason For Correctness: The correct answer is C because Jake mentions that a specific part of the original questionnaire (the section about technical problems) was 'out of date.' This means the questions in that section were no longer useful or relevant to the current situation. In English, when something is 'out of date,' it is 'obsolete.' Because of these obsolete points, they decided to change the questionnaire and make it shorter. |
| Q24 | A | I mean the responses from we got were well-written, you know, people did take a lot of care on them, but I was still taken aback with the low numbers | Excerpt/Transcript Explanation: The transcript shows that even though the answers the students wrote were good, Lila was still very surprised by the small amount of people who sent them back. Answer Explanation: The answer means Lila felt shocked because not many students sent back the questionnaires they were given. Reason For Correctness: The correct answer is correct because Lila uses the phrase "taken aback," which is another way of saying she was very surprised. She explicitly mentions that this feeling was caused by the "low numbers" of students who replied to their survey (only 28 out of 40). While she noticed the quality of the answers was good, her actual surprise came from how few people participated. |
| Q25 | — | — | |
| Q26 | C / E | The students said that crosswords on a computer really helped them not to get distracted and stay focus on the work in hand, which is better than other ways of doing the revision that are often disturbed by other things Their responses also said that the crosswords hadn't really prompted their general motivation to study, but it had highlighted the gaps in their memory so they can figure out what kind of work was necessary to do further |
Excerpt/Transcript Explanation: The transcript shows that students liked the crosswords because they could stay focused on their task without getting interrupted. It also explains that while the puzzles didn't make them want to study more in general, they did show students exactly what they had forgotten so they could study those specific parts again. Answer Explanation: The answer means that the students liked crosswords because these puzzles helped them stay focused on their work and helped them see which parts of the subject they still needed to learn. Reason For Correctness: The correct answer is based on the feedback the students gave after trying the crosswords. They mentioned that the puzzles helped them avoid being distracted, which maps to 'concentrate effectively.' They also noted that the puzzles showed them 'gaps' in their memory, which means it helped them identify what they still needed to study. The other options, like spelling or motivation, were explicitly mentioned as things the students did not focus on in their feedback. |
| Q27 | — | — | |
| Q28 | D / E | We still found two primary differences. Compared with females, more males liked the technique, yet the original findings were the reverse case Also, our respondents said they wouldn't mind doing a crossword in the final official exam, even in the original study, it showed that even if crossword makes exams shorter, they would not like it to be included |
Excerpt/Transcript Explanation: The transcript explains that there were two main differences. One difference was that men and women had opposite reactions to the puzzles compared to the first study. The second difference was that students in this project were happy to have puzzles in a real test context, while the students in the first study were not. Answer Explanation: The answer identifies two specific areas where the research results from the current students did not match the results from the first study: how men and women felt about the puzzles (gender differences) and the students' feelings about having puzzles on real, graded tests (formal assessment). Reason For Correctness: The correct answer is derived from the conversation where Lila and Jake point out two main differences between their work and the original study. First, they mention 'gender differences,' noting that in their study more males liked the puzzles, while the first study found more females liked them. Second, they mention 'formal assessment' by explaining that their students were happy to have puzzles in an official final exam, whereas the students in the original study were not. |
| Q29 | — | — | |
| Q30 | D / E | Actually, that part's been great, find ways to share and support another person. Jake: That's the real plus from the project, learning ways to do that | Excerpt/Transcript Explanation: The transcript shows that Lila and Jake found it very valuable to learn how to help and work with another person. They believe that developing these supportive and collaborative skills was a major benefit of completing their project. Answer Explanation: The answer means that Lila and Jake learned two main things: how to give proper credit to previous research (summarized as referencing) and how to work together effectively (collaborating). Reason For Correctness: The correct answer is located at the end of the conversation where the students reflect on their growth. Although Jake initially says they have more to learn about referencing in the future, Lila points out that the process of acknowledging the original study—which she describes as 'sharing and supporting another person'—has been a 'great' part of their experience. Jake agrees, calling the acquisition of these skills a 'real plus' and a significant learning outcome of the project. Words like 'great,' 'real plus,' and 'learning' indicate that these are the specific skills they feel they have successfully gained. |
Transcript
Tutor: So I gave you both a task to select an article about a small-scale research project.
Both: Yes.
Tutor: And I required you to have a trial to replicate the procedures of the research in your own context, I mean, try it out yourself.
Jake: Yeah, and we've done that.
Tutor: Nice, in this way I want you to tell me a little bit about the article and explain why it started applying crosswords to assist the students to review the exam terminologies.
Lila: All right, the article was written by two university professors who had initially used crosswords to help the students revise the terminology for exams.
Jake: And the crosswords were designed and installed on computers.
Lila: And we selected the article because though we weren't familiar with the technique, it seems an accessible topic. You know, using IT to design crosswords for higher education.
Tutor: That's a good reason. So both of the professors would like to see how well this innovation was received by their students?
Both: Yes.
Tutor: So what has been going on with your reproducing the research?
Lila: Well, we collected a series of some terms from our own modules and put them in a list, then we designed a crossword to revise them.
Jake: Then we invited some of our classmates to try out our crossword and then ask for some feedback from them, you know, like their feelings, views, as well as some suggestions about using this technique.
Tutor: Did you find easy to have people participated in?
Jake: Not really. At first, you know, it was actually hard, but later when we convinced them by talking about the actual benefit that they will get from participating in this research on preparing for an exam which is coming up later this semester...
Lila: ...it functioned.
Tutor: Great, so how did you get the feedback from the students that tells you their thought about the crosswords?
Jake: By a questionnaire. There were two pages in the original questionnaire and it included lots of x-linked questions. But the whole section about difficulties using IT is now out of date. Even the questionnaire had just been finished a few years ago.
Tutor: So have you done a shorter version?
Lila: Sure, and then we emailed it to 40 students and received 28 replies. I was disappointed by the fact, but... this was a relatively good result, I mean the responses from we got were well-written, you know, people did take a lot of care on them, but I was still taken aback with the low numbers.
Tutor: Yes, for an apprentice researcher, it's an important lesson to learn.
Both: Yeah.
Tutor: So what was your result?
Jake: Well, basically their feedback was extremely positive. The students said that crosswords on a computer really helped them not to get distracted and stay focus on the work in hand, which is better than other ways of doing the revision that are often disturbed by other things.
Lila: Yeah, that was really clear. But I was struck by the fact that they hardly featured having fun in their responses. Nor did anything to do with spelling of hard words, which I thought would apparently be a benefit.
Tutor: No? Okay.
Lila: Their responses also said that the crosswords hadn't really prompted their general motivation to study, but it had highlighted the gaps in their memory so they can figure out what kind of work was necessary to do further.
Tutor: Right, so how did your findings cope with those done by the original researchers?
Jake: There were a couple of similarities but...
Lila: We still found two primary differences. Compared with females, more males liked the technique, yet the original findings were the reverse case.
Jake: Also, our respondents said they wouldn't mind doing a crossword in the final official exam, even in the original study, it showed that even if crossword makes exams shorter, they would not like it to be included.
Lila: But for informal purposes, of course, both sets of respondents said doing more crosswords would be a great interest to them, like revision or so.
Tutor: Right, so let's think about the whole project, and what you've learned from it?
Lila: Well. It really took a long time.
Jake: Yeah, and I don't think we handled that aspect well.
Lila: It could have gone worse. I mean there was not much data collected, so we didn't have to spend ages dealing with it, and since we'd already done a course on numerical data processing, so there wasn't much new for us.
Jake: Yeah, definitely. Anyway, I think our questions designed was good so that the data we collected was manageable.
Lila: Yeah. It really helped having the original study to guide us, as it were. And that helped us to see what a good research instrument is.
Jake: What questionnaire should be like.
Lila: Absolutely, we got a lot from that. But when we were writing up the project, I'm not sure whether we'll know how to acknowledge the work of the original study, you know, our referencing.
Jake: No, that's what we both need to learn in the future.
Lila: Actually, that part's been great, find ways to share and support another person.
Jake: That's the real plus from the project, learning ways to do that.
Tutor: Well, it's obviously been very successful.