A Reading Evaluation Method for English as a Foreign Language Learners Based on Reading Performances

Abstract

In this chapter, the authors examined reading evaluation methods for foreign language learners based on learners’ reading processes. The goal of this chapter is twofold. The first is to evaluate text reading, and the other is to evaluate sentence reading. First, the authors assessed a text reading test to evaluate reading proficiency based on reading process, that is, effective reading speed, which is a complex measure of reading speed and comprehension rate. Statistical analysis confirms the adequacy of our effective reading speed test. Next, they propose a reading time model for evaluating reading proficiency at the sentence level. Their reading time model predicts sentence reading time based on the linguistic properties of a sentence and a learner’s proficiency. Linguistic properties consist of lexical, syntactic and discourse properties. Learners’ proficiency is defined using their score on the Test of English for International Communications (TOEIC). Their reading time model resulted in high prediction accuracy. From these results, they conclude that the reading process-based evaluation method is a promising test for foreign language reading proficiency.

The Effectiveness of Flipped Classroom Learning Model for Increasing Students’ Reading Comprehension in Covid-19 Pandemic

“…Students read over and over to be able to understand the contents of a text completely; this resulted in a lot of time wasted to solve a problem, for example in working on the TOEFL and having bad comprehension rate. Kotani et al stated that "cognizance rate is the pace of right answers, which decides how much a student gets sentences/text" [3]. Smith (2004) also states "Comprehension can be considered as angles identified with our general surroundings including what we read -with the information, aims, and expectations that we as of now have in our minds" [4].…”

“…In addition to the above problems, other problems stem from the teaching model, teaching materials and materials used, among which there are no models that focus on English reading comprehension that are suitable for use at Islamic State University (UIN) of Sultan Maulana Hasanuddin Banten. This is because this course needs cognitive process to construct linguistic meaning by decoding linguistic objects such as letters, words, phrases and sentences as reading process [3]. Whereas lecturer has different approaches and teaching methodologies, different perspectives and directions in teaching reading course.…”

“…Some focus on mastering vocabulary, others focus on reading theory and some focus on reading processes and techniques. Seems this course need reading time model as a model that estimates proper reading time for language learners based on learners' reading proficiency and the linguistic properties of a sentence [3]. In terms of learning models do not provide motivation for students to like reading and to read more reading, because many students still make reading as an obligation rather than a necessity.…”

The Implementation of Flipped Classroom Learning Model in Teaching Paragraph Writing

“…The fundamental issues originate from the lecturing model, encouraging materials utilized, among which there are no approach or models that emphasis on English Writing abilities that are appropriate for use at STKIP Situs Banten. This is on the grounds that this course needs intellectual cycle to develop phonetic significance by disentangling etymological articles, for example, letters, words, expressions and sentences as understanding cycle (Kotani, 2009). While lecturer has various methodologies and showing techniques, alternate points of view and headings in showing writing course.…”