Recibido: 19/01/2024 Aceptado: 07/05/2024
Task types on reading comprehension for proficiency test in English for
undergraduate students in Cuba (Original).
Tipos de
tareas de comprensión de lectura para exámenes de certificación en inglés para
estudiantes universitarios en Cuba (Original).
Ana Velia Domínguez León. Licenciada en
Lengua Inglesa con Segunda Lengua Extranjera. Doctora en Ciencias Pedagógicas.
Profesora Titular. Universidad de Granma. Bayamo. Cuba.
[ adominguezl@udg.co.cu ] [ https://orcid.org/0000-0001-6930-6823
]
Maritza Núñez Arévalo. Licenciada en Educación en la especialidad
de Inglés. Especialista en Docencia Universitaria.
Profesora Auxiliar. Universidad de Matanzas. Matanzas. Cuba. [ maritza.nunez@umcc.cu ] [ https://orcid.org/0000-0002-0796-4174 ]
Abstract
This article provides information and practice on the task types
undergraduate students will come across in the proficiency reading test in
English language. An explanation of each task type is followed by some
guidelines that give students the opportunity to practice the skills needed to
complete the task, and help them to develop strategies for completing these
tasks in the test. This proposal is used as a didactic material for non-philologists undergraduate students in their
self-preparation to achieve the necessary competence in this skill to overcome
the graduation requirement (A2) and being formed as competent professionals. It
has been implemented by the Language Center of the Universidad de Granma since
2020-2021, and it constitutes a suitable material for distance learning.
Keywords: tasks, reading comprehension, proficiency, english.
Resumen
Este artículo ofrece información y práctica de
la tipología de ejercicios que se les evalúa a los estudiantes universitarios
en el examen de certificación en idioma inglés, en la habilidad de comprensión
de lectura. Se explica cada tipo de tarea y se brindan indicaciones
metodológicas que les permiten a los estudiantes practicar las habilidades y
desarrollar las estrategias necesarias para resolver estas tareas en el
examen. Esta propuesta se utiliza como
material didáctico para los estudiantes universitarios no filólogos en su autopreparación en aras de lograr las competencias
necesarias en esta habilidad, de manera tal que les permitan vencer el
requisito de graduación (A2), y formarse como un profesional competente. Esta
investigación ha sido aplicada por el Centro de Idiomas de la Universidad de
Granma, desde el curso académico 2020-2021. Constituye, además, un material
idóneo para la educación a distancia.
Palabras
claves: tareas, comprensión de lectura, certificación, inglés
English language has acquired relevant importance in professional training, mainly influencing the academic and scientific spheres. In this direction, the Ministry of Higher Education of the Republic of Cuba (MES), has proposed the policy of improving the training process in English for students of Cuban higher education, aimed at graduating competent professionals in the language. For this, since 2016, the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2002) has been adopted as the common basis that guides the national policy on the design of standards, foreign language courses, instruments of assessment, teaching methodologies and didactic materials.
Undergraduate students, then, must obtain and demonstrate the communicative competencies that express their abilities to understand and express themselves orally and in writing in English with efficiency, initially at a basic level equivalent to an A2 and moving towards an intermediate level equivalent to a B1, following the structure by levels established for Cuban higher education. This allows them to use this language as an instrument of academic, labor and research training in their respective careers to expand their knowledge and general culture, and express their national identity.
In accordance with the methodological indications of the MES for the development of English courses at different levels, this objective is achieved, among other aspects, with the didactic treatment of the four skills of verbal activity (reading comprehension, listening comprehension, oral expression and written expression,) in an integrated way. This presupposes, at the same time, the need to develop each one of them efficiently so that it allows the student to achieve the desired communicative competence.
Based on this
goal, teachers of the Language Center, at the Universidad de Granma, have
carried out important research dealing with the didactical treatment to the
teaching-learning process of English (Aguilera et al, 2021; Carrazana et al, 2021; Domínguez et al, 2022 and 2023; Núñez et al, 2022; Pérez et al, 2022).
However, the results in the proficiency exams, as well as the evaluations applied to students in English courses since 2016-2017, have shown that one of the most difficult skills to students is reading comprehension.
On the other hand, there have been researchers who
have approached reading comprehension using the International English Language Testing System (IELTS) with very good
results (Biggerton,
2012; Domínguez, 2014; Evans, 2009; McCarter and
Ash, 2001; Núñez et al, 2022; Taylor and Wright, 2017; Van Geyte, 2011). Nevertheless, in Cuba,
these valuable contributions have not been contextualized yet and English
teachers do not have a concrete methodology or, at least, guidelines to prepare
undergraduate students with the types of tasks used in the reading module of
the proficiency test. This way, the student would be able to
identify, comprehend and interpret the task in order to solve it with the
purpose of mastering this skill.
In this sense, an epistemological analysis of this topic has been carried out, which has allowed the assumption of some positions set by the aforementioned researchers and academics, whose educational practice over the years using the IELTS has showed excellent results in order to identify, explain and exemplify these types of tasks. Therefore, this analysis allows contextualizing all those studies to the current Cuban university educational reality, taking into account the real needs of the students, as well as their potentialities and weaknesses.
That is why, this article provides information and practice on the task types undergraduate
students will come across in the proficiency reading test in English language. It is intended to serve as didactic material for
students in their self-preparation in order to achieve the necessary
competencies in this skill and overcome the graduation requirement, and thus contribute to the
formation of a competent professional. In the same way, it constitutes an
invaluable didactic instrument for English teachers in the preparation and
teaching of their classes for the different levels.
Materials and methods
The proposal
was applied for the first time in 2022, as a ¨support strategy¨ to a sample of
25 students who had not been accomplished the graduation requirement (A2),
belonging to the Mechanic Engineering major, at the University of Granma. After
achieving satisfactory results in the proficiency test in July 2022, in which a
94.6% promotion was obtained, it was decided to generalize this didactic intervention
for the preparation of these students, as part of an Intensive Course in English,
designed and implemented for this purpose at the Universidad de Granma.
Theoretical methods were used, such as documentary
analysis, to collect written information on the subject; analysis-synthesis,
which went through the entire research process; inductive-deductive, to derive
conclusions and establish generalizations through the analysis of particular
elements about the research object, as well as to verify its behavior during
the development of the research. Similarly, empirical methods and techniques
were used, which allowed characterizing the current state of the
teaching-learning process of reading comprehension in English at the
Universidad de Granma and determining the existing shortcomings. Furthermore,
statistic technics were used to process and interpret the results derived from
the application of the empirical methods and technics.
Throughout the entire
research, the dialectical –hermeneutic approach has been present, which has
allowed a scientific logic in a transition from the comprehension to the
explanation and interpretation of the process.
This proposal was based on the communicative approach, task based work, action oriented approach and student
centered.
Results and Discussion
In Cuba, it is used the IELTS for the preparation
of proficiency exams in
English for listening, reading, speaking and writing skills, to measure knowledge and skills of
university students in the four skills in that language.
The
reading module is the second exam to be assessed after listening. In general,
to achieve a good score that leads to a higher level in the mastery of reading,
one of the main skills to learn is how to look at the text but without reading
it. This is achieved using scanning and skimming reading techniques, which are
present in the different types of taks proposed in
this work.
Eleven types of questions are commonly used in
exams. That is why, the analysis of the following types of tasks is suggested
to develop this ability in order to prepare Cuban university students for the
aforementioned exams, in order to overcome the graduation requirement and contribute to the
achievement of a communicative competence in English language:
1. Short answer questions: In this type of
exercise, students are given a number of questions that can be answered in a
few words, usually one to three, taken from the text. The instructions will
tell you how many words to use for each series of questions.
• Read the
instructions carefully.
• Skim through all
the questions quickly (skimming). As long as you do:
ü Underline the keywords.
ü Decide what information you need to find in the
text.
ü Pay particular attention to "Where" and
"Who" questions, which indicate that it is necessary to look for
specific information such as places and people.
ü Read the first question and decide which part of
the text you need to read.
ü Read that part carefully to find the answer.
ü You can use your own words,
you don't have to write the whole sentence but it has to be grammatically
correct.
• If you do not
know the meaning of a word, read the other questions as they may have
vocabulary related to each other that would help you infer the meaning.
• The answer can
be one, two or three words, but not more.
• If you think you
need more than three words, your answer is probably wrong.
• If the answer
requires a number, it can be written as a numeral (eg:
4), or a word (eg: four), or a combination of a
number and a word (eg: 4 million).
• A hyphenated
word (ex: brother-in-law) counts as one word. You will not be asked to use
contractions.
• To meet the
maximum number of words required, it may be necessary at times to change the
form of the word; that is, you can use a noun as an adjective (e.g.: in the
text it can appear… the documents about the house… and it can be transformed
into the house documents). Similarly, a verb can be omitted (there is a variety
of reasons… it can be changed to various reasons).
• The answers to
these types of questions usually appear in the same order that the information
appears in the text.
• Sometimes the
instructions will ask you to use words taken directly from the text.
2. Sentence
completion: A number of incomplete sentences must be completed by adding a
word or phrase from the text. The number of words to be completed will be
specified in the instructions, so they must be read carefully.
Rarely,
you should change the grammar of the words or phrases you have selected to
match the sentence. However, the most common is that if the correct word or
phrases are selected from the text, the grammar will be correct as well. The
words that are needed to answer and complete will normally be consecutive words
and not words found in different parts of the text.
• Read the instructions carefully.
• Read quickly through the entire given sentence
halves. As long as you do:
ü
Underline
the keywords.
ü
Try to infer what information you need.
ü
Think
about the grammatical form as well as the vocabulary to follow from the root.
• The information will be in the same order as the
questions.
• Sentences will refer to information in the text,
but these will be paraphrased and will include synonyms (words or expressions
that represent the same thing) and antonyms (words or expressions that
represent the opposite). The text should then be scanned for sentence
paraphrases in order to find the section and information you need.
• Time is very important in the exam, since you
will have to answer 40 questions, containing three reading passages in one
hour. In this type of exam question, you will have to look for detailed
information, so it will be necessary to use the scanning technique.
• In the exam, you should not try to use prior
knowledge about a special topic. You should always answer according to the
information given in the text.
• You must analyze sentence by sentence and
determine in each case what information is needed to complete it.
• Find where the information should be in the text
and read it carefully.
• Special attention should be paid to synonyms and
parallel expressions because the questions do not normally use the same words
as in the text.
• Sentences must make sense both logically and
grammatically.
• As with short answer questions, it is not
required to answer with a hyphenated word (eg,
non-smoker), nor with contractions (eg: They've).
• If the
answer requires a number, it can be written as a numeral (eg:
4), or a word (eg: four), or a combination of a
number and a word (eg: 4 million).
• For type two questions, the answer can be one,
two or three words, but no more.
• If you think more than three words are needed,
your answer will probably be wrong.
3.
Summary completion: In this type of question, you will be given a
summary or notes of a text, but information that must be completed will be
missing. To do this, the ability to understand the main ideas of a section of a
text or understand details must be demonstrated. The summary consists of
sentences about a text related or connected to each other. Information can
usually be found in a specific part of the text, but not in the same order.
Guidelines
for summary completion
• Take into account that each sentence in a text
serves a purpose and in some way each one is related to the previous one;
therefore, it is essential to understand how sentences are related to each
other.
•
To carry out this type of exercise it is very beneficial to use your knowledge
of grammar, since it will be easier if you can predict the type of word you
need to complete within the summary.
•
Analyze the purpose for which the text was written and to whom it is directed.
•
Self-prepare and exercise by doing exercises of this type against the clock,
which would help to achieve the time required to do it during the exam.
4.
Multiple- choice questions: This type
of exercise has three or four possible answers to choose from but only one is
correct. The instructions must be read correctly to identify the type of
question that is being dealt with, as they can appear in three ways in the
reading test:
Type 1. Where there is a possible
answer.
Type
2. Where there are multiple responses for only one selection.
Type
3. Where there are multiple answers and a selection for each of them.
In
these questions the beginning of a sentence may appear, which must be completed
with a choice of four that they provide. Similarly, you may be presented with a
question and asked to find two, three, or four items on an answer list.
Similarly, you may be asked to identify facts or opinions in texts.
Multiple-choice
questions can assess both overall knowledge of the text and specific
information. This implies that the student must be able to use skimming or
scanning techniques in the text, as necessary.
• Read the instructions carefully and
check how many letters you need to select.
• Read all the questions and the answer options
they give you using skimming. As you do so, underline the keywords. This will help
you locate the section of the text where the answer appears.
• Try to get an idea of the topic you are going
to read about from the vocabulary that appears in the questions.
• Look at illustrations or diagrams that appear in
the text.
• Go back to the first question. Decide if you are
looking for specific information or if the question requires you to understand
the full text. Then use skimming or scanning to find the answer.
• Read the most important part of the text
carefully.
• Do not leave any questions unanswered.
• Eliminate improbable answers.
• Make sure you read all the answers, don't stop
when you find one that you think is correct.
• Watch out for answers that are almost identical.
• Don't just think about doing the minimum work to ensure
a pass, or just doing the exercise by guessing at random.
• If you are faced with a question that you don't
know the answer to, don't try to guess it. Continue answering the next question
and when you finish it go back to the previous one. In this type of exercise,
the questions are in the same order that the information appears in the text.
If you still feel insecure, just do your best.
5. Table /
diagram completion: On the exam, another possible exercise is to complete a
table or flow chart (a series of steps connected by arrows) with blank spaces
inside. It will be necessary, then, to read a reading passage to find the
missing information. Answers may be in a specific section of text, but they are
unlikely to appear in the same order as the blanks. How many words of the text
should be used will also be notified.
These questions require an answer with specific
information and in the reading test, two types of them can appear to complete
tables or diagrams.
Type 1. With a selection of possible answers.
Type 2. Without a choice of possible answers.
These questions require that:
• Insert a word or phrase in the middle of a
sentence.
• Insert a word in the middle and another word at
the end of a sentence.
• Write the words or phrases that are not in sentences.
• Write a letter that represents a word or phrase.
• Read the instructions carefully.
• Look at the table or diagram carefully as the
information that already appears in them can help not only with the type of
answer you are looking for, but also with the way you write that answer.
• Examine the heading, title, or subtitles, if they
appear.
• Use scanning to save time and help find specific
information quickly, for example places, names, phrases; this way you don't
have to read the whole text and you can ignore irrelevant information.
• Try to get an idea of the topic.
• Use the style or format of the text to help you
find the areas in the text you are looking for, for example: capital letters,
numbers, italics, bold letters, quotation marks, and other visual information.
• Decide which section of the reading passage the
exercise refers to.
• Anticipate grammatical forms and vocabulary.
• If you are provided with a box with possible
answers, try to infer a match and eliminate the unlikely answers.
• If the question is in table form, try to figure
out the best way to read it, horizontally or vertically.
• Keep the same style that appears in the table or
diagram. For example, if the name of a person is in capital initial letter,
then the answer should be the same. If the table only uses the capital letter
for the first letter of the name only, the same operation must be performed. In
the tables, you can find many types of information, but the most common are
dates and years.
6. Matching information: The idea is to
find the correspondence between specific information with the section of the
text in which it is found. These questions require you to match information to
a list of names, places, categories, descriptions, and so on. The information
is generally numbered and the categories are given a letter each. On the sheet
where the answers are written, the letter should be written next to the
numbers.
• Read the
instructions carefully.
• Read the given
categories and through scanning locate them in the text and underline them.
• When you have
located the name, read carefully to see what is said.
• Look at the list
of categories and see if you can match.
• Remember that
the same words are not likely to be used in the text as in the questions;
therefore, you must search for synonyms and parallel expressions.
• Note that
sources can be referenced in more than one place in the text.
• The categories
given in the assignment are not listed in the same order in which they appear
in the text.
• Check the
instructions to see if the categories can be related to one or more options.
• You may find
information that tends to be confusing and that cannot be related to any given
category.
7. Matching
Headings: You must choose the most appropriate title for each paragraph of
a given selection. There are always more titles on the list than are really
needed. There are two types of questions to relate a title to the corresponding
paragraph:
Type 1.
Choose the titles by paragraphs or sections of a text.
Type 2. Choose a title for the full text.
Type 1: questions require the meaning of a
paragraph to be summarized in order to relate it to a bank of possible titles.
You may be asked on the test to match a title to each paragraph or section of
the text, or to just a selection of paragraphs.
Type 2: questions require the full text to be
summarized.
Guidelines
for matching headings exercises:
·
Read
the instructions carefully.
·
Make
sure you know which paragraphs or sections to summarize.
·
Read
each paragraph or section and try to summarize in your own words what it is
about.
·
Another
way may be to read the first sentence of the paragraph, since the main idea is
expressed in the topic sentence and this frequently appears in the first
sentence of the paragraph. Reading this sentence can help you choose the
correct title.
·
Read
the last sentence of the paragraph, as it provides a conclusion to the main
idea and can then lead to determine the correct title as well.
·
Read
the information that appears in the middle of the paragraph, as it develops the
main idea through an example, a definition, the analysis of the idea, the
description of the point under discussion, etc. Using this route, it may be
possible to understand more clearly what the main idea is and, therefore, to
determine the appropriate title more easily. This information can only be
obtained quickly by developing reading and scanning skills.
·
Look
through the list of titles that give you the best option.
·
Make
sure that the title you choose for each paragraph or section summarizes the
entire paragraph and not just an idea of it.
·
If
you have to search for a title for the full text, read the entire text before
looking at the list of titles provided.
·
Try
to summarize the text with your words by getting a general idea of the
complete text on the subject of the same.
· Read the options with the titles they give you and
select the best answer.
8. Paragraph selection: In this type of question, the information
given must be related to a specific paragraph or section of the text. This type
of exercise requires that you use scanning in the text to locate the
information you need.
• Read the questions carefully first.
• Then use the skimming technique to get an idea of
the structure of the text and the topic in general.
• Apply scanning to search for specific
information.
• Look for synonyms and parallel expressions
because different ideas are likely to be expressed in parliaments than they are
expressed in the text.
• Generally, each
paragraph has a sentence that summarizes the main idea (s) in the paragraph
(the topic sentence). This sentence can help you match the information given to
the paragraph in which it appears.
9.
True, False, Not given questions:
The skill needed in this case is to compare a sentence with information from
the text and decide if it is true, false, or does not appear.
TRUE if the text confirms the statement
FALSE if the text contradicts the statement
NOT GIVEN if it is impossible to know from the text
·
The
first step is to think that all the information in the text is true, what must
be analyzed then is whether the sentences that are provided are also true or
not.
·
If
they are true, then the student should be able to find a sentence in the text
that confirms that same information. For this, you will be given a list of
sentences.
·
If
the text confirms the sentence, your answer must be "True". If the
text contradicts the sentence, your answer must be "False". If it is
impossible to know if the sentence is true or not, according to the text, your
answer should be "NOT GIVEN¨.
·
Do
not use your own opinion to answer the questions.
·
Keywords
can help you find the correct sentence to read. It may also be the case that
the sentence has been changed in some way or paraphrased so that the connection
between the two sentences is not so obvious.
10. Yes, No, Not Given questions: In a very similar way to the previous type, in
this case you must compare the sentences given with information from the text
and decide if it is Yes, No, or Does not appear . On
the test, you may be asked to show that you understand the points of view
expressed in a text. To do this, you will be given a list of sentences that
represents one opinion each. Then you have to read the text to find out if the
author expresses these opinions or not.
If the writer shares the opinion in the sentence,
the answer will be Yes. If the writer contradicts the sentence, the answer will
be NO. If it is impossible to know what the opinion of the writer on that
subject is, according to what appears in the text, the answer will be Not
Given.
·
Read
the instructions carefully.
·
Use
the skimming technique to read all the sentences and get an idea on the topic.
·
Read
the first sentence carefully. Underline the keywords in a way that allows you
to understand the main idea.
·
Find
the section of the text that relates to the idea or fact given to you.
·
Once
you have found the relevant section in the text, proceed to determine if the
sentences agree or contradict the writer's opinion or do not appear in the text
(YES, NO, NOT GIVEN).
·
The
information in the text will appear in the same order as in the list of
declarations.
·
To
help determine if something is NOT GIVEN, look up synonyms and paraphrases. If
nothing appears, the answer will probably be NOT GIVEN. Nevertheless, even if
you find the paraphrases, be careful, as the topic may be mentioned but not
related to the statement.
·
Throughout
the test, the answers should depend on the information in the reading passages,
not on the students' own ideas. This is especially important with this type of
question: never reflect your own opinion, always consider only what is in the
text.
11.
Classifying: In
the exam, you may be asked to classify information in some way. In fact, this
is a type of question for selecting information from a text. You will be asked
to identify a letter that represents one of the classifications for each item
in a sentence list.
Guidelines for classifying exercises
• Read the instructions carefully.
• Make sure you know how many classifications there
are and which letters to use.
• Read the classifications carefully and be sure
not to confuse the letters that each represents.
• Read the statements / phrases or words next to
the question numbers and underline keywords.
• Start with the first statement and work one at a
time, searching the text to find where the information is mentioned.
• The questions will not necessarily be in the same
order as in the text and the wording will likely be different in the text;
therefore, you will have to search for synonyms and parallel expressions.
• When you have located the reference in
the text, read it carefully and select your answer.
• Don't leave any statement without a
letter.
From a qualitative point
of view, the most significant achievements are:
Students:
- Increasing intrinsic motivation when facing a new didactic
alternative in the dynamics of the teaching-learning process of reading
comprehension in English, as this process reveals their academic and
professional needs.
- Gradual progression of development levels of reading comprehension
in English, based on the identification, comprehension and interpretation of
the types of tasks, as an expression of the integrative logic that
characterizes this process.
- Development of efficient reading from a student
centered dynamic as self-manager of his or her own textual processing.
- Increasing skill development levels for the processing of written
information in English that contribute to students´ efficient academic
training.
- Achievement of cognitive independence and self-management of
knowledge to solve problems and situations characteristic of their specific
training contexts using this foreign language as an instrument of study and
culture.
Teachers:
- Contribution to the transformation of traditional didactic
approaches in the teaching-learning process of reading comprehension in
English, based on a new reading logic in order to develop holistic-comprehensive
learning.
- Dynamization of the teaching-learning process of reading
comprehension in English to satisfy students´ needs and interests.
- Contribution to the improvement of the teaching-learning process.
- Contribution to professional improvement.
Regarding the scientific and technological aspect, the application of
this proposal has a noticeable impact since students, by obtaining better
results in their learning, are more efficient in their studies and will be more
productive in their future profession by having greater capacity and ability,
especially searching and processing technical scientific materials that
contribute to perfecting their work.
The social impact of this work lies in the fact that it contributes to
the improvement of the teaching-learning process of reading comprehension in
English language. It contributes to satisfy students´ academic and professional
needs, which allows them to strengthen the level of access to the information
written in this foreign language in order to become a competent professional
worldwide. In the same way, for English teachers, it constitutes a new teaching
material, since, up to now, in our country, it is inexistent any kind of
materials with concrete methodological indications for the didactic treatment
of the four English language skills, according to the CEFR.
Conclusions
1.
This article
provides information and practice on the task
types undergraduate students will come across in the proficiency reading test in English language in order to prepare them to pass the exam.
2.
Students
will be able to identify, understand and solve the different tasks in the
reading comprehension test.
3.
English
teachers will have a teaching material for the didactic treatment of this
skill.
4.
This
proposal contributes to achieve a communicative competence in English language
in undergraduate students, so they can solve situations in their academic and
professional environment using this foreign language as an instrument of study,
work and culture.
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