The use of video technology has become widespread in the teaching and testing of second-language (L2) listening, yet research into how this technology affects the learning and testing process has lagged. The current study investigated how the channel of input (audiovisual vs. audio-only) used on an L2 listening test affected test-taker performance. In addition, how access to the test questions while the text was played (questions accessible vs. questions not accessible) affected performance was investigated. A total of 192 English as a Second Language learners took a listening test under four different conditions: audiovisual input and test questions accessible, audio-only input and test questions accessible, audiovisual input and test questions not accessible, and audio-only input and test questions not accessible. A 2 x 2 factorial analysis of variance conducted with the data indicated that test-takers who received audiovisual input scored higher than test-takers who received audio-only input, whereas access to test questions did not affect test-taker performance, and there was no interaction between the two independent variables. From these results, a number of implications for L2 testing are presented. (Contains 4 tables and 1 figure.)