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Heydari, Pooneh
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Readability of Texts: Human Evaluation Versus Computer Index Heydari, Pooneh; Riazi, A. Mehdi
Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012
Publisher : Richtmann Publishing

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This paper reports a study which aimed at exploring if there is any difference between the evaluation of EFL expertreaders and computer-based evaluation of English text difficulty. 43 participants including university EFL instructors andgraduate students read 10 different English passages and completed a Likert-type scale on their perception of the differentcomponents of text difficulty. On the other hand, the same 10 English texts were fed into Word Program and Flesch Readabilityindex of the texts were calculated. Then comparisons were made to see if readers' evaluation of texts were the same or differentfrom the calculated ones. Results of the study revealed significant differences between participants' evaluation of text difficultyand the Flesch Readability index of the texts. Findings also indicated that there was no significant difference between EFLinstructors and graduate students’ evaluation of the text difficulty. The findings of the study imply that while readability formulasare valuable measures for evaluating level of text difficulty, they should be used cautiously. Further research seems necessaryto check the validity of the readability formulas and the findings of the present study.
The Validity of Some Popular Readability Formulas Heydari, Pooneh
Mediterranean Journal of Social Sciences Vol. 3 No. 2 (2012): May 2012
Publisher : Richtmann Publishing

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This study aimed at exploring the correlation between readers’ evaluation of text-readability on one hand and somepopular readability formula’s (Flesch Reading Ease Readability Formula, Gunning’s Fog-Index of Readability, The SMOG Indexof Readability, Flesch-Kincaid) evaluation of text-readability on the other. This study was conducted with an overall number of118 participants. The participants were selected from among male and female undergraduate students studying different EFLrelatedmajors at the Department of Foreign Languages and Linguistics of IAU, Shiraz Branch. The participants were chosenusing convenient sampling procedure. To achieve the objectives of the study, 5 passages of different readability index wereused. Moreover, a questionnaire aimed at tapping responses from the participants was devised on each passage. Finally, anumber of SPSS analyses were run and the results of the study did not reveal any significant correlations between readers’ andthe formulas’ evaluation of text-readability level. As a conclusion, it seems that those teachers who have used the readabilityformulas as valuable measures for evaluating materials to use with their students should use them cautiously. Of course, furtherresearch seems necessary to check the validity of the readability formulas.
Cohesion Analysis of L2 Writing: The Case of Iranian Undergraduate EFL Learners Sadighi, Firooz; Heydari, Pooneh
Mediterranean Journal of Social Sciences Vol. 3 No. 2 (2012): May 2012
Publisher : Richtmann Publishing

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This study aimed at investigating the most frequent cohesive errors committed by Iranian undergraduate EFL learnersat different levels of proficiency as well as the sources of cohesive errors. An overall number of 67 undergraduate students atShiraz Azad University participated in this study. To have three groups of learners with different proficiency levels, OxfordPlacement Test 1B1 (Allan, 1985) was administered. To achieve the objectives of the study, the participants were given a writingtask requiring them to write an approximately 200-word narrative composition. Then, the compositions were scored based on thetaxonomy developed by Halliday and Hasan (1976). Finally, the data were analyzed through appropriate procedures usingquantitative methods. Regarding the frequencies and percentages of errors it was found that low-level learners' most frequenterrors were involved in references (20), followed by errors in lexical (14), and conjunctive cohesion (1). Besides, the findingsshowed that errors in references were the most common (17), followed by errors in lexical (13), and conjunction cohesion (2) inthe mid-level learners' narrative compositions and, finally, the high-level learners' most frequent errors were involved in lexicalcohesion (17), references (14), conjunction cohesion (3), and substitution (1).This study also allowed for an examination of thesources of cohesive errors. It was found that errors in the use of relative pronouns, conjunctions, along with different forms ofrepetition appeared because of the incomplete knowledge of the learners—intra-lingual causes. Furthermore, in this study, theerrors in the use of personal-, possessive-pronouns, demonstratives and collocations were among the inter-lingual causes oferrors.
Co-Authors Riazi, A. Mehdi Sadighi, Firooz