Mapping the difference of CEFR levels to explore the reading difficulties of EFL students

Jazlyn Zeevania Intany; Galuh Kirana Dwi Areni

doi:10.61251/cej.v4i2.392

Authors

Jazlyn Zeevania Intany English Education, Universitas Negeri Semarang, Kota Semarang, Indonesia
Galuh Kirana Dwi Areni English Education, Universitas Negeri Semarang, Kota Semarang, Indonesia

DOI:

https://doi.org/10.61251/cej.v4i2.392

Keywords:

CEFR, cognitive processing, comprehension monitoring, EFL students, reading difficulties

Abstract

This study maps the CEFR reading competence levels of 81 EFL grade 12 students and assess their cognitive reading challenges. Using a descriptive qualitative, objective data from the Oxford Reading CEFR Test, which was mapped to Khalifa and Weir’s (2009) framework, was combined with qualitative questionnaire findings. The findings indicate a systematic shift in reading problems. A2 levels students struggle with lower-level decoding but have a “failure to monitor comprehension” due to in adequate attentional resources, thus they are ignorant of their inability to handle higher-level activities. As basic decoding is automated, B1 students become more aware of higher-level issues such as inference. Meanwhile, B2 students confront challenges in developing a global mental model. These findings underscore the need of using customized educational interventions that are adapted to students’ specific cognitive thresholds rather than providing universal reading training.

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