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Hu, Jingjing; Gao, Xuesong; Qiu, Xuyan – SAGE Open, 2021
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…
Descriptors: Textbooks, Textbook Content, Readability Formulas, Difficulty Level
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Srisunakrua, Thanaporn; Chumworatayee, Tipamas – Arab World English Journal, 2019
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…
Descriptors: Readability Formulas, English (Second Language), Textbook Content, Reading Comprehension
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Plakans, Lia; Bilki, Zeynep – Reading in a Foreign Language, 2016
This study of English as a second language (ESL) reading textbooks investigates cohesion in reading passages from 27 textbooks. The guiding research questions were whether and how cohesion differs across textbooks written for beginning, intermediate, and advanced second language readers. Using a computational tool called Coh-Metrix, textual…
Descriptors: English (Second Language), Second Language Instruction, Textbooks, Reading Instruction
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Kasule, Daniel – Reading & Writing: Journal of the Reading Association of South Africa, 2011
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…
Descriptors: Readability, Textbooks, Textbook Content, English (Second Language)