Sentence examples for listening score from inspiring English sources

The authors discuss a method for estimating and/or predicting the listening score and two psychological impressions of speech audibility and annoyance, when listening to audio signals, in an actual noise environment.

A useful index for evaluating two psychological impressions of annoyance, speech audibility, and the listening score, when listening to audio signals composed of monosyllables and words, while subject to meaningless steady noise is discussed.

The final measure of PESQ is reported to correlate well with subjective listening scores [53].

However, students' listening scores never declined, but increased significantly from year to year across the 12 years.

Table 5 shows that for this subset of test takers, both their speaking and listening scores significantly increased (by 0.3 bands) with medium-sized effects.

Seven interviewees reported being satisfied with their reading and/or listening scores on the first test, or that they were confident in these skills, and therefore they did not spend time studying these skills for the second test.

Given such highly valued social observability, we can confidently argue that the exclusive improvement in listening scores in the 2005 Senior High School Test was mainly due to the introduction of the listening section of the English subtest for the first time in its history.

Nevertheless, these results are in stark contrast with the fact that the 2005 test takers' listening scores were significantly higher than their 2002 counterparts only three years later and despite the fact that the content of the English curriculum was cut by 30% during those three years.

"Listen" scored generally positive reviews from contemporary music critics.

Residuals were normally distributed around the predicted listening scores and had a linear relationship with them, while the criterion variables' variance inflation factors (VIFs) indicated that there were no multicollinearity problems.

This included 665 individuals (10.3%) with a CCC pragmatic composite 1 3 SD below the ALSPAC population mean (123 ≤ × ≤ 145) or a WOLD listening comprehension score ≥2 SD below the ALSPAC population mean (≤3).