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| Autor/in | Arai, Yuya |
|---|---|
| Titel | Comparability between Graded Readers and the Common Test in Japan in Terms of Text Difficulty Perceived by Learners |
| Quelle | In: Language Assessment Quarterly, 20 (2023) 3, S.277-295 (19 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Arai, Yuya) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1543-4303 |
| DOI | 10.1080/15434303.2023.2237497 |
| Schlagwörter | Foreign Countries; Difficulty Level; Reading Instruction; High School Students; Student Attitudes; English (Second Language); Second Language Instruction; Reading Materials; Reading Skills; Reading Tests; Japan |
| Abstract | Proponents of extensive reading argue that test-oriented language teaching and learning could discourage extensive reading practice. However, this has not been examined empirically. Given the possibility that the consistency of reading texts used in extensive reading and entrance examinations is one source of washback, the present study employed a two-facet Rasch measurement to examine the comparability between graded readers and the Common Test in Japan in terms of text difficulty perceived by Japanese high school students. It was found that perceived difficulty of the Common Test texts was not statistically different from that of some graded reader texts, providing positive evidence for the consistency between the Common Test and graded reader texts. Implications for future research on the relationship between entrance examinations and extensive reading are discussed in detail based on study findings and limitations. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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