Textual complexity adjustments to the English reading comprehension test for undergraduate EFL students

Anggia, Helta; Habók, Anita

doi:10.1016/j.heliyon.2023.e12891

Cited by 6 publications

(5 citation statements)

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“…Students are expected to comprehend the reading and answer questions related to the legal context of the passage. Reading is a process of constructing experiences, allowing students to develop their understanding and knowledge within the field of law (Anggia & Habók, 2023;Rizqi, 2023). In this unit, students are expected to have acquired knowledge of law vocabulary from their experiences in Units 1 and 2.…”

Section: Discussionmentioning

confidence: 99%

Designing English Reading Materials For Law Students

Anwar,

Triana,

Umwari

2024

ELER

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English is a language that is generally difficult to understand for most students. Providing reading materials is one of the necessary approaches that should be undertaken by professors. This research aims to explore information regarding the needs of students in learning English and describe how reading materials for law students at a university in Indonesia are designed. The research and development (R&D) method is employed, implementing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results indicate that the majority of students greatly require materials that can enhance their reading skills. After the reading materials are designed and implemented in class, an evaluation is conducted to further develop the materials. The evaluation results, as responded to by students and expert professors, indicate that the materials align with the students’ needs. The average percentage of students’ needs fulfilled by the reading materials is 84%, while the average assessment percentage from the experts is 90.4%. This demonstrates that the reading materials are valid for use as English learning materials for law students.

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Section: Discussionmentioning

confidence: 99%

Designing English Reading Materials For Law Students

Anwar,

Triana,

Umwari

2024

ELER

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“…The possible reason why students found texts with a higher FKGL score more difficult to understand could be the discrepancy between the text difficulty and their language skills since they are not native speakers. It has been found that non-native speakers tend to have lower cognitive and metacognitive skills when reading compared to native speakers [22]. Non-native speakers tend to translate the texts they read in their heads and rely only on their knowledge of the target language, which has proven to be a problem when reading foreign languages [6], [23].…”

Section: Text Readability and Students' Reading Comprehensionmentioning

confidence: 99%

“…Native English speakers may have less difficulty reading English texts, but things are different for non-native speakers. Apart from the fact that non-native speakers have comparatively lower cognitive and metacognitive skills in reading compared to native speakers [22], nonnative speakers tend to mentally translate the text by relying only on their foreign language knowledge, which turns out to be a problem in foreign language reading [6], [23]. Studies have suggested that metacognition and metacomprehension knowledge correspond to the information level of the text [24], and texts with low readability have a direct impact on the cognitive load of reading and can hinder comprehension.…”

Section: Introductionmentioning

confidence: 99%

“…Given the possibility that text readability has an impact on comprehension, it is difficult to accept that studies of text readability in the EFL context are extremely scarce. Several studies have been conducted focusing on matching the readability level of reading materials to the language proficiency levels of intended readers [26]- [28], text readability and readers' perceived readability [29], and the interaction between text readability and the level of task difficulty [22]. We found only one study, which was slightly related to the aim of this study, but the study was more focused on assessing the relationship between students' challenge in understanding inference text-based questions and the readability of the reading text [30].…”

Section: Introductionmentioning

confidence: 99%

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Text readability: its impact on reading comprehension and reading time

Zainurrahman,

Yusuf,

Sukyadi

2024

EduLearn

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Recently, the readability of texts has become the focus of reading research because it is believed to have implications for reading comprehension, which is of utmost importance in the field of English as a foreign language (EFL), particularly in the teaching, learning and assessment of reading comprehension. Unfortunately, the influence of text readability on reading comprehension (and reading time) has not been well studied in the EFL context. Most text readability studies are conducted in medical contexts, but these studies are often limited in predicting readability scores for sample texts. To address this gap, the current study aimed to evaluate the influence of text readability levels (based on the Flesch-Kincaid grade level (FKGL)) on students’ reading comprehension and reading time. Data were collected through reading test and analyzed using SPSS version 22. The Friedman test revealed that the distribution of students' reading comprehension score (X2=197.532, p=0.000) and reading time (X2=215.323, p=0.000) are different in each text, suggesting that the readability of texts has a significant influence on both. This study contributed to the practices of reading instruction and assessment. Limitations and suggestions for further research are briefly discussed.

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“…To make sense of the printed text, learners must be able to connect sequences of letters to the relevant speech units. Higher degrees of cognitive and linguistic thinking, such as intellect, vocabulary, and grammar, are required for comprehension, allowing people to infer meaning from what they read (Anggia & Habók, 2023;Karimi & Alibakhshi, 2014;Marzuki et al, 2018;Mehrdad et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Dr. Heba Elsayed Abdelsalam Elghotmy :Using Some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students’ EFL Listening and Reading Skills

2023

مجلة التربية في القرن 21 للدراسات التربوية والنفسية

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Using Some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students' EFL Listening and Reading SkillsThis study aimed at enhancing Faculty of Education students' EFL listening and reading skills through using some neurolinguistics programming pillars-based activities. To fulfill this purpose, instruments were constructed, listening, and reading skills checklists, pre-post EFL listening and reading skills tests in addition to a listening rubric. The participants of the study were sixty-four first year Faculty of Education students, Menoufia University. This study used a quasi-experimental design with two groups: the experimental group was taught utilizing some neurolinguistics programming pillars-based activities, while the control group was taught using regular teaching methods. The results revealed that experimental group students' EFL listening and reading skills considerably improved and they outperformed pg. 181 Dr. Heba Elsayed Abdelsalam Elghotmy Using Some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students' EFL Listening and Reading Skills ‫القرن‬ ‫في‬ ‫التربية‬ " ‫مجلة‬ 21 ‫والنفسية"‬ ‫التربوية‬ ‫للدارسات‬ -‫التربية‬ ‫كلية‬ -‫جامعة‬ ‫مدينة‬ ‫السادات‬ -‫العدد‬ ‫الثامن‬ ‫والعشرون‬ -‫يوليو‬ 2023 ‫م‬ their counterparts in the control group in these targeted skills. It was recommended that some neurolinguistics programming pillars-based activities should be used in EFL teaching and learning to enhance EFL listening and reading skills. In addition, EFL learners should be provided with EFL listening and reading courses in which some neurolinguistics programming pillars-based activities are employed.

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Textual complexity adjustments to the English reading comprehension test for undergraduate EFL students

Cited by 6 publications

References 50 publications

Designing English Reading Materials For Law Students

Designing English Reading Materials For Law Students

Text readability: its impact on reading comprehension and reading time

Dr. Heba Elsayed Abdelsalam Elghotmy :Using Some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students’ EFL Listening and Reading Skills

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