["TESOL Quarterly, EarlyView. ", "\nAbstract\nThe academic success of international students who speak English as a second language (L2) hinges on their ability to effectively communicate and comprehend information in English, which requires well‐developed listening skills. Given that real‐world listening mostly involves processing both auditory and visual information, incorporating multimodal formats into formative assessments can provide a more authentic measure of L2 listening ability. One approach to assessing multimodal listening is through interactive videos with embedded test items. While such videos have been found to enhance interactivity and reduce learners' cognitive load in instructional settings, they have not yet been researched in L2 listening assessment contexts. To address this gap, the present study investigated the perceptions and preferences of 36 L2 English learners regarding the use of interactive videos versus traditional videos in academic L2 listening tests. The findings demonstrated a strong preference among participants for taking an interactive video‐based listening test. These results suggest the potential of leveraging interactive videos not only for teaching academic L2 listening skills but also for integrating them into the design of formative listening assessments. By providing insights into L2 learners' perspectives, this study contributes to the ongoing efforts to enhance the validity and authenticity of L2 listening assessments.\n"]