The Issue of Readability in the Chilean EFL Textbook

Main Article Content

Benjamin Carcamo


At the end of high school in Chile, it is expected that students achieve a B1 English language proficiency level. In the present article, we measure the level of readability of the texts used in the new EFL Chilean textbook and compare it with the readability level of the texts used in the Cambridge B1 preliminary exam to check its appropriacy. The results reveal that, even though the classic readability indices show a similar level of difficulty in the texts, the index RDL2, which is specific for second language learning, shows that there is a statistically significant difference. This finding indicates that the texts in the Chilean EFL textbook are more difficult to read than the ones students are supposed to read. Implications at a local and international level are then shared.

Article Details

How to Cite
Carcamo, B. (2023). The Issue of Readability in the Chilean EFL Textbook. HOW, 30(2), 135–155.
Research Reports
Author Biography

Benjamin Carcamo, Universidad de Las Américas, Sede Providencia, Santiago, Chile.

He is an EFL teacher. He has a Master's Degree in Applied Linguistics and a Master's Degree in Educational Evaluation. He is also a Ph.D. in Linguistics. He does research on the role that the linguistic properties of texts have on reading comprehension as well as on assessment instruments.


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