EFL Reading Comprehension Assessment: Some Grassroots’ Voices
Some Grassroots’ Voices
DOI:
https://doi.org/10.22437/ijolte.v2i3.5123Keywords:
EFL, Likert Scale, Reading Comprehension AssessmentAbstract
This small scale case study analyses one of the most debated parts in the field of teaching English as a Foreign Language (EFL); and that is, the teachers and students’ perceptions and beliefs of EFL reading comprehension assessment at a major university in Indonesia. The research study involved, randomly selected five EFL teachers and ninety-six EFL students between the period of January and May in Academic Year 2017/2018. Twenty-item Likert scale questionnaires were distributed to the students. Moreover, semi-structured interviewed was done to collect the data from the teachers. Data analysis using descriptive qualitative methods indicate that EFL students need detailed elaboration of their reading practices in answering comprehension questions. Informing their reading results or scores only does not help them very much to practice the reading comprehension skills needed to comprehend the texts. Furthermore, the data indicate that EFL teachers encounter obstacles when they monitor various reading tasks and activities are benefit the students. They tended to assess the students’ reading comprehension based on the final correct answers achieved at the end of exercises.
Downloads
References
[2] Ahmadi, M. R., Hairul, N. I., & Pourhossein, A. G. (2012). Impacts of learning reading strategy on students’ reading comprehension profi-ciency. The International Journal of Language Learning and Applied Linguistics World, 1(1), 78-95.
[3] Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman, Pearson Education, Inc.
[4] Cahyono, B.Y & Widiati, U. 2006. The teaching of EFL reading in the In-donesian context: The state of the art. TEFLIN, 17(1)
[5] Collins, J., & OBrien, N. (2003). The greenwood dictionary of education. USA, Westport: Greenwood Press.
[6] Crooks, T. (2001). The validity of formative assessment. Paper present-ed to the British Educational Research Association Annual Conference, University of Leeds.
[7] Charvade, M. R, Jahandar, S & Khodabandehlou, M. (2012). The impact of portfolio assessment on EFL learners’ reading comprehension ability. English Language Teaching, 5(7).
[8] Eskey, D. E. (2005). Reading in a Second Language. In E. Hinkel (Ed.), Book on Second Language Learning and Teaching (pp. 563-579). Mah-wah, NJ: Erlbaum.
[9] Firmanto, S. O. (2005). Students behavior of reading comprehension: Expectations and follow up. Paper presented at LIA International con-ference, Jakarta.
[10] Grabe, W. (2004). Research on teaching reading. Annual Review of Ap-plied Linguistics, 24, 44-69.
[11] Grabe, W. (2009). Reading in a second language: Moving from Theory to Practice. New York, NY: Cambridge University Press.
[12] Gipps, C. (1994). Beyond testing: A theory of educational assessment. London: Falmer Press.
[13] Gough, P. B. (1972). One Second of Reading. In J. F. Kavanaugh, & I. C. Maltingly (Eds.), Language by Ear and Eye (pp. 331-358). Cambridge, MA: MIT Press.
[14] Hosseini, H & Ghabanchi, Z. (2014). The effect of portfolio assessment on EFL learners’ reading comprehension and motivation. English Language Teaching Journal, 7(5). doi:10.5539/elt. v7n5p110
[15] Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. London: Continuum.
[16] Iftanti, E. (2012). A survey of the English reading habits of EFL students in Indonesia. TEFLIN Journal, 23(2)
[17] Nunan, D. (2001). Second language teaching and learning. Boston. Heinle & Heinle Publishers.
[18] Sajadi, F., & Oghabi, M. (2011). Relation between instructors’ objective needs and students’ subjective needs: The case of Iranian post graduate students. The Asian ESP Journal, 7(4), 123-152.
[19] Kazemi, M., Hosseini, M., & Kohandani, M. (2013). Strategic reading in-struction in EFL contexts. Theory and Practice in Language Studies, 3(12), 2333-2342. doi:10.4304/tpls.3.12.2333-2342
[20] Khonamri, F., & Karimabadi, M. (2015). Collaborative strategic reading and critical reading. Theory and Practice in Language Studies, 5(7), 1375-1382. DOI: http://dx.doi.org/10.17507/tpls.0507.09
[21] Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educa-tional research: From theory to practice. San Francisco: John Wiley & Sons.
[22] Nalliveettil, G. M. 2014. Assessing reading strategies of engineering stu-dents: Think aloud approach. English Language Teaching Journal, 7(5), doi:10.5539/elt.v7n5p38
[23] National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scien-tific research literature on reading and its implications for reading in-struction. Reports of the subgroups (NIH Publication No. 00-4754). C: U.S. Government Printing Office.
[24] Pressley, M. (2000). What should comprehension instruction be the in-struction of? In M. L. kamli, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research. Lawrence Erlbaum Associates, Publishers Mahwah, New Jersey.
[25] Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge: Cambridge Univer-sity Press.
[26] Talebinejad, M. R, Sadeghdaghighi, A, & Liaghat, F. (2015). Application of reading strategies: A comparative study between Iranian and Indian EFL students. Theory and Practice in Language Studies, 5(2), 356-363. DOI: http://dx.doi.org/10.17507/tpls.0502.16
[27] Tang, L. 2016. Exploration on cultivation of critical thinking in college intensive reading course. English Language Teaching, 9(3). doi: 10.5539/elt.v9n3p18 URL: http://dx.doi.org/10.5539/elt.v9n3p18
Downloads
Published
Versions
- 2018-12-01 (1)
- 2018-12-01 (1)
How to Cite
Issue
Section
License
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal. Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms, and any other similar reproductions, as well as translations.
IJoLTe keep the rights to articles that have been published. And, the authors are permitted to disseminate published article by sharing the link of IJoLTe' website. Authors are allowed to use their works for any purposes deemed necessary without written permission from IJoLTe with an acknowledgement of initial publication in this journal.
IJoLTe and Magister Program of English Education Department, Universitas Jambi, and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in IJoLTe are the sole and responsibility of their respective authors and advertisers.
If the article was jointly prepared by more than one author, any authors who submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IJoLTe will not be held liable for anything that may arise due to the author(s) internal dispute. IJoLTe will only communicate with the corresponding author.
By submitting the article/manuscript to this journal, the authors agree with this policy and consciously agree that IJoLTe does not provide royalties or other fees to the authors for their published articles. By agreeing this policy, IJoLTe ensures that published articles are publicly accessible and will be free of charge for the readers. No specific document sign-off is required.
Users of this website will be licensed to use materials from this website following the Creative Commons Attribution 4.0 International License. Please use the materials accordingly
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
1.png){kind=logo}
