Анализ банка ресурсов английского языка средней школы согласно критериям PISA по навыкам чтения

Abstract

This study aims to assess English language resources in secondary schools based on the reading skill criteria outlined by PISA. It offers insights into the alignment of these resources with PISA frameworks, focusing on cognitive processes to understand how these materials support or hinder higher-order thinking skills, which are essential for developing effective educational strategies. Document analysis was employed to evaluate materials from English language resources created by teachers at 21 secondary schools in Kazakhstan. The tasks and texts were analyzed by text format, genre, and the cognitive processes outlined in the PISA reading framework. The findings reveal that the most frequently used text format is continuous text, with instructional genres being predominant; narrative and explanatory texts were also included more often. Additionally, most tasks primarily focus on understanding and interpreting information, largely involving lower order thinking skills. Overall, the resources in secondary school English language courses do not align fully with PISA reading skills criteria. Consequently, it is recommended that additional training be provided for teachers to develop reading tasks and texts that adhere to PISA's cognitive domains.