Characteristics of the IELTS Reading Comprehension
Implications for Development of EFL Reading Comprehension Instruction
Bibliographic Data
| ID | 21805244 |
|---|---|
| Authors | Chatchanan Yathip (Mahidol University), Natthapong Chanyoo (Mahidol University) |
| Year | 2022 |
| Volume | 13 |
| Issue | 4 |
| Pages | 798-808 |
| Publication date | 2022-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language Teaching and Research (JOURNAL) |
| Journal identifiers | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1304.13 |
| OpenAlex | W4283756857 |
| Language | EN |
| Citations received | 1 |
| References cited | 3 |
Question type and format in reading tasks are essential characteristics that have been proven to affect students' performance. This study aims to investigate the characteristics of questions used in the IELTS reading comprehension tasks, including (1) question types and (2) question formats. The researchers collected 240 reading question items from six test modules in Barron's IELTS Preparation Test, authored by Lougheed (2016). The categorization criteria for different question types were adapted from Nuttall's (2005) taxonomy of questions. Question formats were categorized based on common question formats (Lougheed, 2013; Hughes, 2003). Data were analyzed using frequency and percentage. The findings revealed three common question types in the reading sections of IELTS preparation tests, including questions of literal comprehension (43.8%), questions of reinterpretation (43.3%), and questions of inference (12.9%). Five question formats were commonly used in the reading tests, including multiple-choice (33.3%), identifying information (28%), completion (25%), matching (11.7%), and short answer (2%). In addition, the study revealed four main patterns of question arrangement in the reading test as supplementary findings. This study discussed the characteristics of IELTS question items and patterns of question arrangement to contribute towards a more accurate interpretation of reading tasks and a prospective design for reading practice for EFL students
Categorization · Comprehension · Inference · Linguistics · Mathematics education · Natural language processing · Reading comprehension · Computer Science · Educational Methods and Media Use · Educational Practices and Challenges · Psychology · Artificial Intelligence
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |