The Use Of Engagement Esources In GCSE EFL And ESL Reading Exams: A Practical Application Of Appraisal Theory [In English]

Abstract

This paper illustrates the value of Engagement as a subsystem of Martin and White’s (2005) Appraisal framework in studies on IGCSE English reading assessments. The study focused on how IGCSE exam authors engage with their readers and how they construct and negotiate stances using evaluative language. The study used a mixed-method research design to examine engagement resources in four IGCSE EFL/ESL reading tests. Analysis of four IGCSE EFL and ESL reading tests using the Engagement system revealed that there are some different linguistic preferences among EFL and ESL exam makers. While both tests had a higher number of heteroglossic and ‘contractive’ resources, the manner in which these elements were distributed made a difference in serving each exam’s purpose and type of evaluation, i.e. the engagement feature was used in EFL texts to present a more challenging text while ESL texts were considered clearer. A thorough understanding of the underlying features of engagement can help learners distinguish creative positioning, assess the impact of linguistic choices, identify the goal of writing, and comprehend underlying ideologies and values. The comparison between ESL and EFL texts indicates that closer attention to authorial presence and to problems of voice negotiation through the study of engagement resources can help in preparing EFL and ESL IGCSE exam takers to solve more effectively and can enhance their text understanding and sharpen their critical reading skills.

Keywords

• language teaching
• appraisal framework
• engagement system
• igcse exam
• igcse efl/esl reading tests