Acoustic Conditions and Listening Performance in High-Stakes EFL Tests: An Observational Study of Real-World Data

This study investigated how test room acoustic conditions relate to listening comprehension performance in a high-stakes English as a foreign language (EFL) assessment context. Using score data (n = 2532) from five TOEFL ITP test sessions conducted between 2021 and 2025 at a private university in Chiba, Japan, we compared performance across three lecture halls with documented differences in reverberation time (RT) and Speech Transmission Index (STI). Each listening score was linked to an approximated seat-based STI value, while grammar/reading scores were used to account for baseline proficiency. Linear mixed-effects modeling analyses indicated that examinees in the least favorable acoustic environment (RT0.5–2kHz 1.51 s, STI 0.60) obtained lower listening scores than those in rooms with shorter RT (0.93 s, 0.79 s) and higher STI (0.69, 0.67), respectively. Subgroup analyses revealed a significant effect at the CEFR-J B1.1 level, though the room and B1.1 effects showed modest estimated marginal mean differences (EMMDiff) roughly corresponding to 2–3 points on the total scale. Seat-based STI analyses also showed significant EMMDiff, with approximately 3–7 total score point differences observed between categories F (0.52–0.55) and ≥D (≥0.60). While the dataset was limited to one institution and the sample distribution limited generalizability of the findings, the study offers empirical findings that can inform future research and discussions on equitable listening assessment practices.