본문 바로가기
  • Home

A comparison of the text types of the 2013-2022 CSAT English reading passages

  • Modern English Education
  • Abbr : MEESO
  • 2022, 23(3), pp.10-23
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : August 1, 2022
  • Accepted : September 2, 2022
  • Published : September 30, 2022

Chang, Ji-Yeon 1

1명지대학교

Accredited

ABSTRACT

As a follow-up study to J. Y. Chang (2022), the purpose of this study was to examine the text types of 250 English reading passages in the 2013-2022 College Scholastic Ability Tests (CSAT) based on Biber’s (1989) typology. The computer software Multidimensional Analysis Tagger (MAT, Version 1.3.2) (Nini, 2019) was applied to identify the text type of each passage with its dimension scores. Text types were then compared between the norm-referenced (2013-2017) and criterion-referenced (2018-2022) assessment periods. Results show that the most frequently occurring text type was involved persuasion followed by general narrative exposition, scientific exposition, and learned exposition. In particular, involved persuasion, scientific exposition, and learned exposition together accounted for 64% of the total reading passages. Between the two assessment periods, there was no significant difference in the overall distribution of the text types. However, the proportions of scientific exposition, involved persuasion, and learned exposition increased in the latter period. These results suggest that there was a tendency in the CSAT English reading passages to reflect the text types that students experience at college and measure their preparedness as college students.

Citation status

* References for papers published after 2022 are currently being built.