Many L2 university students are faced with language challenges in meeting a higher English literacy demand for the degree programme study in the EMI higher education context. The study aimed to ascertain the gap between the demand for degree-level reading in English and the reading abilities of L2 college-entry students in an EMI university in China and integrated the Lexile measure feedback into the curriculum design to develop their English reading abilities in an EAP classroom to help them meet the reading demand and better prepare for their degree-level study. A quasi-experimental research design employed quantitative approaches to investigate the impact of Lexile measure on the students’ reading ability growth. The findings suggest that the Lexile-based reading intervention tends to raise students’ reading ability towards a desired standard. The study connects assessment to teaching and learning with the impact to allow access to different text possibilities to enable comprehension and optimize learning, and increase teacher awareness of differentiated instruction for literacy success.

Authors:
Dan Shi, University of Nottingham Ningbo China, China
Lixian Jin, City University of Macau, Macau

About the Presenter(s)
Dr Dan Shi is currently an Associate Professor of Applied Linguistics in the School of Education and English, University of Nottingham Ningbo China.

See this presentation on the full schedule – Monday Schedule

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