The effectiveness of English Language Teaching (ELT) materials significantly influences the learning outcomes of English as a Foreign Language (EFL) learners, positioning these resources as cardinal in the acquisition process. Despite this widely acknowledged significance, there remains a notable gap in research concerning the evaluation of key…

Textbooks, which have a very important place in educational activities, are also a widely used material in teaching Turkish to foreigners. Therefore, the texts in these textbooks play an effective role in learning. For this reason, it is very important to determine the readability levels of Turkish teaching textbooks for foreigners. The aim of…

Textbooks are an important source of knowledge input on which the transmission of academic knowledge often relies, especially in the early stages of academic learning. Adopting a corpus-based approach, this study evaluates the text difficulty of science textbooks used in secondary English-medium instruction schools in Hong Kong, with a focus on…

This article evaluates the mandatory English as a foreign language textbooks provided by the government in Chile in terms of readability and types of questions. Three readability formulas are used to analyze the texts: Flesch Reading Ease, Flesch-Kincaid Grade Level, and Coh-Metrix L2 reading index (RDL2). To evaluate the cognitive demands that…

Readability has long been regarded as a significant aspect in English language teaching as it provides the overall picture of a text's difficulty level, especially in the context of teaching and testing. Readability is a practical consideration when making decisions on materials to match a text with target readers' proficiency. However, few…

This article investigates the lexical and discourse features of English text and discourse with automated computer technologies. Specifically, this article examines the cohesion of English text and discourse with automated computer tools, Coh-Metrix and TEES. Coh-Metrix is a text analysis computer tool that can analyze English text and discourse…

This paper reports activities (as part of a university course in language teacher education on teaching reading) in which primary school student teachers (all ESL in-service teacher trainees) explored their own skills of determining textbook readability using an online software tool and a cloze test completed by two hundred and seventy-eight Grade…

Examines the relationship between student perceptions of reading ease and human interest in first-year college writing textbooks and the evaluation results produced by the Flesch formulas and checklist items. Finds that neither the Flesch formula nor checklists relate well to students' perceptions of interest in the writing textbooks evaluated.…

Sixty-one psychology textbooks were analyzed according to four criteria: student acceptance and interest, readability and human interest, comprehensiveness and size, and psychobiological content. This analytic approach can be used in all subjects to match text selection with course objectives in order to increase student satisfaction. (AM)

Ten introductory textbooks on mental retardation were analyzed with the Flesch formula for reading ease and interest. All texts fell in the "difficult, college level" category for complexity, but seven were classified as "dull" and three "mildly interesting." Most included adequate organizational aids, and agreement…

Describes the use of the Flesch readability and interest formulae to evaluate textbooks intended for use in college level introductory educational computing courses. Variables that influence what textbook is chosen for a college course are discussed, and readability scores, human interest categories, and subject matter coverage are examined in…

Parts 1 and 2 (SE 524 424 and 527 089) described Flesch readability for determining a text's reading level and results of applying the test to astronomy/physics textbooks. This part presents results for a new sample of texts, including calculus-level texts. A comparison with high school physics texts is provided. (JM)

The Flesch formula was used to calculate the readability of 15 financial accounting textbooks. The 15 textbooks represented introductory, intermediate, and advanced levels and also were classified by five different publishers. Two-way analysis of variance and Tukey's post hoc analysis revealed some significant differences. (Author/CT)

Examines the readability of texts in basic junior level college courses in the fields of management, marketing, and finance. The readability model is described, along with its application and results. Specific texts and how they fared are listed in accompanying tables. (CT)

Reports on two studies that assessed the interchangeability of logical and empirical estimates of readability and human interest for college-level introductory psychology texts published between 1977 and 1988. Uses Flesch's procedures to obtain logical scores and student ratings to obtain empirical scores. Finds that correlations are too low to…