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A Continuity and Difficulty Analysis of the Reading Texts in Korean High School English Textbooks with the 2015 Revised National Curriculum

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  • Author(s): Yang, Kyungmo; Bae, Jiyoung
  • Language:
    English
  • Source:
    English Teaching. Aut 2022 11(1):43-62.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      High School Students; English (Second Language); Second Language Learning; Second Language Instruction; National Curriculum; Foreign Countries; Computer Software; Computational Linguistics; Textbook Evaluation; Comparative Analysis; Reading Comprehension; Difficulty Level; Syntax; Reliability; Vocabulary; Readability; Educational Change; Curriculum Development
    • Subject Terms:
      South Korea
    • ISSN:
      1017-7108
      2671-9312
    • Abstract:
      The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using CohMetrix, a software that analyzes English texts in a range of linguistic features. Twentyone English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1366102