An Original Computerized and Web-based Method for Assessing Textbook Readability via Lexical Coverage

Oct 15, 2026

Uploaded by Aditya

This paper presents a computerized and web-based methodology for determining textbook readability by using students’ lexical coverage. Readability is treated as primarily dependent on vocabulary knowledge and operationalized as a function of lexical coverage in EFL teaching. The study evaluates seven EFL textbooks used in Algerian public schools by classifying them into independent, instructional, or frustrational reading levels. Results indicate uniformly low lexical coverage and readability, with 4 of 7 showing notable discrepancies across textbook common vocabulary.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

1. Introduction

1.1 Rationale

An Original Computerized and Web-based Method for Assessing Textbook Readability via Lexical Coverage Hamdallah A. Alhusban Department of English Language, Deanship of Preparatory Year & Supporting Studies, Imam Abdulrahman Bin Faisal University, Saudi Arabia [halhusban@iau.edu.sa](halhusban@iau.edu.sa) Saad Torki Department of English Language, Deanship of Preparatory Year & Supporting Studies, Imam Abdulrahman Bin Faisal University, Saudi Arabia [ttsaad@iau.edu.sa](ttsaad@iau.edu.sa) Bio-profiles: Hamdallah A. Alhusban has an M.Phil. in English and Applied Linguistics from the University of Cambridge and an MA (Hons) in Translation and Interpreting from Heriot Watt University in Edinburgh. Hamdallah has taught English/EFL in Britain, Saudi Arabia, and Oman. His primary research interests are EFL speech production and perception, corpus linguistics and EnglishArabic simultaneous interpretation. Dr. Saad Torki is associate professor of Applied Linguistics, has been involved in ELT for over four decades at all graduate and postgraduate levels. He taught the four skills, Linguistics, Literature, Phonetics, and Methodology. His scholarly interests include vocabulary teaching, reading, readability, Phonetics, Phonology, teacher training and material development. Abstract This paper presents a novel methodology to determine textbook readability. The method mainly relies on students' lexical coverage to determine the readability level of textbooks, taking into consideration that readability depends primarily on vocabulary knowledge and that it is a function of lexical coverage in teaching English as a Foreign Language (EFL) . The appropriateness of the reading material used is critical. If it is inappropriate, the chances that learners understand it are substantially jeopardized. This study examined seven EFL textbooks currently in use in Algerian public schools to determine whether learners' lexical coverage is at the textbook readability level (Independent Reading Level), above it (Instructional Reading Level), or below it (Frustrational Reading Level) . It adopted a multi-instrument computer-based approach. Results showed that all the textbooks have low lexical coverage and readability, which puts them at the frustrational level. Moreover, it was found that 4 out of 7 textbooks demonstrated a discrepancy in terms of lexical coverage as the rate of common vocabulary across all textbooks was very low. Comparing the lexical coverage of the seven textbooks to standard vocabulary lists revealed that students are not learning sufficient, useful, and appropriate vocabulary. Keywords: computer and web-based tools, lexical coverage, reading comprehension, readability, textbook evaluation 1. Introduction 1.1 Rationale One of the most recurring problems faced by teachers of English as a Foreign/Second Language (EFL/ESL) is to know whether a particular piece of writing is likely to be comprehensible to their students. Indeed, a daily concern for frontline teachers resides in the question ofwhether: the level of the instructional reading material is appropriate for learners or not. Assessing the instructional material to determine whether it is at the student's instructional level is of paramount importance as it serves to build more effective programs. Despite the introduction of technology in classrooms, the textbook, be it a soft or a hard copy, remains a cornerstone of most curricula. It constitutes the most essential aid, and maybe the only one in some cases, in the hands of the teacher and the learner even at university level (Wissing, Blignaut & Van den Berg, 2016) . For this reason, textbooks and text difficulty have then been the topic of a substantial body of research studies (Chall, Bissex, Conard & Harris-Sharples, 1996; Chambliss & Calfee, 1998; Alexander & Jetton, 2000; Linderholm, Everson, Mischinski, Crittenden & Samuels, 2000 ; Goldman & Rakestraw, 2000; Graves & Graves, 2003 ; Xia, Kochmar

FAQs

What method does the paper propose for assessing textbook readability?

It proposes a novel computer-based approach that determines readability mainly through students’ lexical coverage.

How does the study classify textbook readability levels?

It categorizes textbooks into independent reading level, instructional reading level, or frustrational reading level based on lexical coverage.

What were the key findings from evaluating seven EFL textbooks in Algerian public schools?

All seven textbooks showed low lexical coverage and readability, placing them at the frustrational level, and 4 out of 7 displayed discrepancies in common vocabulary coverage.

Oct 15, 2026

Uploaded by Aditya