Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

Adli, Nayer; Mahmoudi, Asgar

doi:10.17507/tpls.0707.14

Cited by 6 publications

(9 citation statements)

References 7 publications

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“…The ndings rati ed those of previous studies (Adli & Mahmoudi, 2017;Roohani et al, 2014) which revealed the dominance of lower-order thinking skills in EFL textbooks. Nevertheless, the workbooks included more Content and Affect questions, a combination of lower-order and higher-order skills.…”

Section: Discussionsupporting

confidence: 91%

“…In another study, Interchange Series (2005) was contrarily shown to include activities gearing to higher-order thinking skills (Razmjoo & Kazempourfard, 2012). Bloom's taxonomy was used to analyze the reading comprehension questions in elementary and advanced levels of two textbooks, American Headway and Inside Reading (Adli & Mahmoudi, 2017). The ndings were indicative of the dominance of the lower-order thinking skills.…”

Section: Introductionmentioning

confidence: 99%

“…Notwithstanding the above studies in which Bloom's taxonomy has been taken as the point of departure, few studies have been allocated to inspecting reading comprehension questions and tasks adopting this framework (Adli & Mahmoudi, 2017). On the one hand, this model was not especially devised for divulging the cognitive level of L2 reading tasks (Freeman, 2014).…”

Section: Introductionmentioning

confidence: 99%

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

Saidi¹,

Karami²,

Marooy³

2021

Preprint

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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.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Saidi¹,

Karami²,

Marooy³

2021

Preprint

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“…Cognitive order skills presented in this study stand for low-order cognitive skills (LOCS) and higher-order cognitive skills (HOCS). The former, as Adli & Mahmoudi (2017) refer to is the form of thinking that involves recalling and memorizing information, whereas the latter involves analysis, synthesis, and evaluation of conceptions and procedures. Thus, the higher cognitive skills (henceforth) higher-order thinking is an umbrella that incorporates creative thinking, critical thinking and problem solving.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Skills Reflection and Distribution in EFL Program Testing

Sheguf

Alhaj

2022

jltr

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The present study aims at figuring out the extent to which the low-order cognitive skills (LOCS) and high-order cognitive skills (HOCS) are reflected and systematically distributed in the first and eighth levels exam question papers. The study adopts the assumption that, critical thinking skills and creative thinking skills are adequately reflected and distributed in the exam question papers based on Bloom's Taxonomy of the Learning Behavior. The tool used for data collection is a check list containing cognitive domain order which is based on Bloom's Taxonomy. The goal is to ascertain whether questions at level 1 and level 8 offered in English language program in the College of Science and Arts in Mahayel Asir are adequately adjusted to the taxonomy. The descriptive and analytical method is applied to analyze the data. The researchers reviewed relevant literature and assessed similar results. The findings of the study revealed that lower-order cognitive skills for level 1 (88.23%) are used in the question papers more than higher-order cognitive skills (11.77%). On the other extreme, lower-order cognitive skills in level 8 (93.86%) are mostly used in the question papers more than higher- order cognitive skills (6.14%). There are adequate distribution and reflection of cognitive skills in level1 exam questions. This is not the case as in level 8 where the focus was wholly based on the lower-order at the cost of the higher-order cognitive skills.

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“…Second, the proportions of the questions may not be appropriate for their levels. A textbook written for elementary school students, for example, may have an excessive number of cognitively challenging questions [11].…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ Difficulties in Comprehending Exposition Text Towards POE Strategy

Nery¹,

Novia²

2022

Proceedings of the 67th TEFLIN International Virtual Conference &Amp; The 9th ICOELT 2021 (TEFLIN ICOELT 2021)

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Reading is an important skill that students need to comprehend and interpret the content of an English text. Teaching reading at the junior high school level aims to improve students' comprehension skills. The exposition text is one of the genres listed in the English curriculum for junior high school. It is also one of the more challenging genres for learners to grasp when it comes to text comprehension. The aim of this study was to discover students' difficulties in comprehending exposition text based on their reading comprehension level as determined by Barret's Taxonomy.This study was descriptive qualitative. The participant consisted of 42 students from Ponpes Bait Qur'an Kayuagung.The reading test in the form of multiple choice with 40 questions of exposition text was applied in this study as an instrument. Based on Barret's Taxonomy analysis, students' problems with exposition comprehension were linked to literal comprehension, reorganization, inference, evaluation, and appreciation. Hence, the POE strategy is recommended to address students' difficulties in comprehending exposition text.

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Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

Cited by 6 publications

References 7 publications

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

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

Cognitive Skills Reflection and Distribution in EFL Program Testing

Exploring Students’ Difficulties in Comprehending Exposition Text Towards POE Strategy

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