@article{ART003173986},
author={김정란 and Jung, YeonJoo},
title={The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items},
journal={Modern English Education},
issn={1598-0782},
year={2025},
volume={26},
pages={68-83}
TY - JOUR
AU - 김정란
AU - Jung, YeonJoo
TI - The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items
JO - Modern English Education
PY - 2025
VL - 26
IS - null
PB - The Modern English Education Society
SP - 68
EP - 83
SN - 1598-0782
AB - Despite extensive research on readability formulas in language assessment, their relationship with student performance in high-stakes English as a Foreign Language (EFL) testing remains understudied. This study investigated the relationship between text readability and student performance across four item categories in English reading comprehension section of the Korean College Scholastic Ability Test (CSAT).
Analysis was conducted on 335 reading passages from CSAT examinations (2017– 2024) using four readability formulas (two traditional and two advanced). Results revealed varying patterns of incorrect response rates across item categories. Main Idea Comprehension items showed the most consistent performance patterns (CV = 0.137) while Discourse Structure Inference items displayed the highest variability (CV = 0.165). Correlation analyses indicated weak relationships between readability measures and incorrect response rates, with contextual inference items showing weak but significant correlations with certain readability indices. Subsequent multiple regression analyses revealed that readability measures explained very small or small amounts of variance in incorrect response rates across item categories (R² = 0.015– 0.091). Findings of this study are discussed in terms of developing differentiated approaches to difficulty calibration tailored to each item category’s distinct linguistic features and cognitive demands.
KW - CSAT;ARTE;readability;incorrect response rates
DO -
UR -
ER -
김정란 and Jung, YeonJoo. (2025). The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items. Modern English Education, 26, 68-83.
김정란 and Jung, YeonJoo. 2025, "The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items", Modern English Education, vol.26, pp.68-83.
김정란, Jung, YeonJoo "The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items" Modern English Education 26 pp.68-83 (2025) : 68.
김정란, Jung, YeonJoo. The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items. 2025; 26 68-83.
김정란 and Jung, YeonJoo. "The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items" Modern English Education 26(2025) : 68-83.
김정란; Jung, YeonJoo. The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items. Modern English Education, 26, 68-83.
김정란; Jung, YeonJoo. The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items. Modern English Education. 2025; 26 68-83.
김정란, Jung, YeonJoo. The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items. 2025; 26 68-83.
김정란 and Jung, YeonJoo. "The Relationship Between Text Readability, Item Types, and Their Impact on Student Performance on CSAT English Reading Items" Modern English Education 26(2025) : 68-83.
