Post-Reading Comprehension Questions and Task Types in Vision: A Locally Developed Textbook for Teaching English as a Foreign Language

Abstract

Responding to the call for perusing the post-reading comprehension questions in various EFL textbooks, the current study aimed to investigate the post-reading comprehension questions and task types in the Vision series including three student books and their accompanying workbooks in light of Freeman’s (2014) taxonomy. Following a descriptive content analysis procedure, the post-reading comprehension questions in each student books and its accompanying workbook were categorized and counted by the researchers and the Kappa coefficient was 0.97. The results revealed that Content questions were the most dominant type in all the student books and workbooks except for Vision 3 in which Language questions were the most frequent of all. The results also showed that the highest frequency of post-reading comprehension questions belonged to Explicit (Content) and Form (Language) in student books and Explicit and Implicit (Content), Form (Language), and Personal Response (Affect) in workbooks. The results of Kruskal Wallis test of independent samples indicated a significant difference in terms of Affect type across the student books and workbooks of Vision series. The findings raise the EFL material developers’ awareness of the existing post-reading comprehension questions and tasks to enhance the quality of reading sections of EFL textbooks. The results also help the teachers to supplement the books with the missing types and take a comprehensive approach to developing the learners’ reading skills.