A Prediction Model of Foreign Language Reading Proficiency Based on Reading Time and Text Complexity

Autor/inn/en	Kotani, Katsunori; Yoshimi, Takehiko; Isahara, Hitoshi
Titel	A Prediction Model of Foreign Language Reading Proficiency Based on Reading Time and Text Complexity
Quelle	7 (2010) 10, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Reading Comprehension; Reading Materials; Predictive Measurement; Models; Second Language Learning; English (Second Language); Second Language Instruction; Language Proficiency; Reading Skills; Evaluation Methods; Student Evaluation; Reading Rate; Educational Technology; Computer Assisted Instruction; Natural Language Processing; Evaluation Criteria; Time Factors (Learning); Correlation; Vocabulary; Language Tests; Computer Assisted Testing; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Analogiemodell; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Schulnote; Studentische Bewertung; Reading readiness; Reading speed; Lesegeschwindigkeit; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Natürliche Sprache; Korrelation; Wortschatz; Language test; Sprachtest
Abstract	In textbooks, foreign (second) language reading proficiency is often evaluated through comprehension questions. In case, authentic texts are used as reading material, such questions should be prepared by teachers. However, preparing appropriate questions may be a very demanding task for teachers. This paper introduces a method for automatically evaluating proficiency, wherein comprehension questions are not required. This method assesses a learner's reading proficiency on the basis of the linguistic features of the text and the learner's reading time. A reading model following this method predicted reading proficiency with an ER (error rate) of 18.2%. This ER is lower than those of models proposed in previous studies. Furthermore, the ER of the authors' reading model for various learner groups classified by their RS (reading speeds) was examined. The result of this examination showed that the error rate was the lowest for the group of learners with fast RS. (Contains 4 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10