Earticle

The detection of products with manipulated reviews has received widespread research attention, given that a truthful, informative, and useful review helps to significantly lower the search effort and cost for potential customers. This study proposes a method to recognize products with manipulated online customer reviews by examining the sequence of each review’s sentiment, readability, and rating scores by product on randomness, considering the example of a Russian online retail site. Additionally, this study aims to examine the association between brand awareness and existing manipulation with products’ reviews. Therefore, we investigated the difference between well-known and unknown brands’ products online reviews with and without manipulated reviews based on the average star rating and the extremely positive sentiment scores. Consequently, machine learning techniques for predicting products are tested with manipulated reviews to determine a more useful one. It was found that about 20% of all product reviews are manipulated. Among the products with manipulated reviews, 44% are products of well-known brands, and 56% from unknown brands, with the highest prediction performance on deep neural network.

Although package inserts are essential for the safe and effective use of medicines, they have often been criticized for poor legibility and readability, especially in South Korea. This study compares regulatory frameworks for package inserts for consumers in South Korea, the European Union, the United States, Canada, and Australia. We reviewed national laws, regulations, and guidelines, focusing on mandatory requirements and recommendations for formatting standards, plain language, content structure, and verification procedures. We found that, unlike South Korea, the other four jurisdictions use a two-tiered system that separates information for healthcare professionals and consumers, and they provide standardized templates, detailed formatting criteria, and verification mechanisms for package inserts for consumers. In contrast, South Korea does not provide separate package inserts for consumers and regulates only the minimum font size and line spacing, resulting in limited legibility standards. For readability, South Korea offers only a list of plain-language terms and lacks verification procedures, such as pre-market evaluation, to ensure package inserts are understandable. To improve the safe and effective use of medicines, the regulatory framework should specify detailed legibility criteria, introduce comprehension-enhancing measures through a stepwise approach tailored to the Korean context, and establish a dedicated unit to conduct integrated pre- and post-market evaluations.

본 연구의 목적은 초등학교 5, 6학년 영어 교과서에 수록된 읽기 지문의 이독성을 분석하여 학년 간 수직적 연계성과 출판사 간 수평적 연계성을 살펴보는 것이다. 이를 위해 10종의 교과서에 수록된 읽기 지문을 코퍼스로 구축한 후, Coh-Metrix를 통해 각 교과서에 수록된 읽기 지문의 이독성을 분석하였다. 또한 일원배치 분산분석을 통해 산출된 이독성에 학년 간, 출판사 간에 통계적으로 유의한 수준의 차이가 있는지 살펴보았다. 이를 통해 얻어진 결과는 다음과 같다. 첫째, 동일 학년 내 읽기 지문의 출판사간 난이도 차이를 분석하여 수평적 연계성을 살펴본 결과 RDL2 지수에서 5학년 교과서간에 유의한 차이가 있었다. 둘째, 출판사 내에서의 학년 간 수직적 연계성을 분석한 결과 FRE와 FKGL 기준으로 교과서 A의 난이도가 5학년에 비해 6학년에서 높았으며, 이는 통계적으로 유의한 수준의 차이였다. 반면 RDL2를 기준으로 했을 경우 교과서 B의 난이도가 5학년에 비해 6학년에서 더 낮아지는 결과를 보았다. 이러한 결과는 FRE와 FKGL은 문장 길이와 단어 길이 중심으로 이독성을 산출하는 반면, RDL2는 내용어 중복, 단어 빈도 수, 문장의 통사적 유사성 등을 기초로 하고 있기 때문으로 보인다.

The purpose of this study is to examine the vertical and horizontal continuity between grades and publishers, respectively, by analyzing the readability of reading passages included in English textbooks for 5th and 6th grades of elementary school. In order to do so, a corpus was constructed with the reading passages contained in 10 textbooks, and the reading passages in each textbook were analyzed through Coh-Metrix. Also, it was examined whether there was a statistically significant difference between grades and publishers in readability through one-way ANOVA. The results are as follows. First, as a result of analyzing the difference in readability between publishers within the same grade, there was a statistically significant difference between fifth-grade textbooks in the L2 readability index. Second, as a result of analyzing the vertical continuity between grades within the publisher, the difficulty of textbook A was higher in grade 6 than grade 5 based on FRE and FKGL, which showed a statistically significant difference. On the other hand, when L2 readability was used as the standard, the difficulty of textbook B was lower in 6th grade than in 5th grade. This result seems to be because FRE and FKGL calculate readability based on sentence and word length, whereas L2 readability is based on content word overlap, word frequency, and syntactic similarity of sentences.

This study examined the reading passages of the National Assessment of Educational Achievement (NAEA) and middle school English textbooks in terms of their readability and lexical difficulty. The readability was measured by using Flesch-Kincaid Grade Level Index, while their lexical difficulty was measured in terms of STTR (standardized type-token ratio), frequency of tokens per type, and vocabulary frequency levels by using VocabProfile and Oxford WordSmith Tools 7.0. The results showed that there was a gap between the readability of the English textbooks and that of the NAEA conducted from 2012 to 2014, while the readability between the English textbooks and that of the 2015 NAEA reached a comparable level. However, the textbooks from one publisher showed substantively lower readability than those from the other publishers and the NAEA. Secondly, regarding vocabulary frequency levels, the words in 1K and 2K accounted for more than 90% of the textbooks and the NAEA, while the NAEA had a higher STTR and lower frequency of tokens per type than the textbooks. It suggests that the NAEA employed more various words with less repetition than the textbooks. Pedagogical implications are discussed.

소프트웨어 유지보수는 소프트웨어 생명주기에서 전체 비용의 많은 부분을 차지하고 있다. 소프트웨어를 유지 보수하기 위해서는 코드를 읽는 것이 필수적이고, 이는 유지보수 활동에서 가장 많은 시간이 소요되는 활동이다. 코드 의 가독성은 사람이 소스코드를 이해하는데 드는 어려움의 정도를 측정하는 메트릭이다. 코드의 가독성이 좋을수록 사 람이 소스코드를 이해하기 쉬워진다. 본 논문에서는 소스코드의 가독성을 이분법적으로 판단하는 기존의 연구보다 향상 된 기법을 사용하여, 개발 중인 소스코드의 가독성 정도를 정량적으로 측정할 수 있는 새로운 소스코드 가독성 메트릭 을 제안한다. 이를 평가하기 위해, 우리는 설문조사를 수행하고 가독성을 가장 잘 설명하는 척도를 찾을 수 있도록 회 귀 분석 기법을 사용해 그 결과를 분석할 것이다.

Software maintenance accounts for a large portion of the software life cycle cost. In the software maintenance phase, comprehending the legacy source code is inevitable, which takes most of the time. Source code readability is a metric of the extent of code readers’ difficulty of code comprehension based on the source code itself. The better the code is readable, the easier it is for code readers to comprehend the source code. This paper proposes novel source code readability metric to quantitative measure the extent of current source code under development, which is more enhanced measurement method than previous research that dichotomously judges whether the source code was readable or not. As an evaluation, we carried out a survey and analyzed them with Regression Analysis to find best parameters of the metric.

Readability is an important issue in finding the right fit between students’ reading ability and text difficulty. The purpose of this study is to analyze reading texts from the five high school English textbooks with the same number of chapters as regards their readability and to examine whether each chapter of the texts would be placed in order of difficulty. The readability was calculated with the well-known readability formulas including the Flesch-Kincaid Readability, the Gunning Fog formula, and the Coh-Metrix tool. Coh-Metrix was developed to provide a wide range of indices for the characteristics of texts on multiple levels of analysis. It is supposed to better understand differences between texts beyond traditional readability measures. This study tried to get the answer of the question: Is there, according to these readability formulas and Coh-Metrix indices, an increase in order of the difficulty throughout the whole units of the textbooks? It has been found that the difficulty changes without principle. Based on this, the suggestion is that English textbooks writers and teachers should recognize readability is the most important consideration in writing or selecting English textbooks. (Wonkwang University)

This means that the validity of the measures when applied to fiction texts is questionable. Thus, the scores given to fiction texts using such indices may be invalid when used by English teachers to identify fiction texts of appropriate difficulty for students with various reading ability levels. This paper attempts to address this problem by 1) developing a readability measure specifically designed for fiction texts and 2) applying it to 200 English fiction texts. A corpus, consisting of 100 adults' and 100 children's texts, is used for the analysis. In the initial modeling, several standard readability measures are used as variables, and machine learning is used to create a classifier which is able to classify the corpus with an accuracy of 84%. A second classifier is then created using linguistic variables rather than standard readability measures. The latter classifier is able to classify the corpus with an accuracy of 89%, indicating that the standard readability measures are less accurate in classifying fiction texts than linguistic variables. Due to its higher accuracy, the latter classifier is then used to provide a linear complexity or 'readability' rank for each text. The ranking using the linguistic-based classifier provides an more accurate method of determining which texts to choose for students according to their reading levels than the standard readability measures. Importantly, the ranking instantiates a fine-grained increase in complexity. This means that the ranking can be used by an English teacher to select a sequence of texts that represent an increasing challenge to a student without there being a frustratingly discrete rise in difficulty.

Researchers have used text analysis software to raise concerns about English textbook continuity within and between various textbook series with respect to key text features such as their readability, vocabulary, syntax and cohesion. However, these text analysis tools have not been used to examine beginning reading textbooks to establish their readability for L2 learners. Similarly, they do not identify whether beginning L2 reading texts take into account text features that support beginning L2 reading. To address these questions, grade five texts were selected because these are the first intact texts that L2 learners are exposed to in the public school curriculum. The Coh-Metrix linguistic analysis software compared results from a traditional readability formula and an updated readability formula for L2 readers. An additional analysis of text features deemed to be essential dimensions of text cohesion and processability was performed. Results revealed that texts were generally readable according to a traditional and L2 readability analyses. However, discrepancies surfaced in text readability depending on the textbook or readability formula used. Easability results showed that theses texts were generally high on traditional indicators like narrativity and syntactic simplicity but low on other important indicators of text ease such as word concreteness and cohesion.

The objective of this study was to assess the readability and vocabulary size of the translated texts on the English websites of Seoul and five metropolitan city governments. This study evaluated the translated texts taken from the six cities with the use of four readability formulas including Flesch Reading Ease, Flesch-Kincaid Grade Level, SMOG, and Dale-Schall for measuring readability and RANGE for analyzing vocabulary size of the sampled texts. The readability measurement showed that the translation of the history sections of these six cities was too difficult for virtually all readers to comprehend the contents. The vocabulary size analysis yielded that around 80% of the words in the texts were covered by 3,000 word families, quite lower than 95% lexical coverage for adequate comprehension of a text, which can be interpreted as saying that the vocabulary demands are high for such public sectors' informational texts. The findings demonstrate that readability levels and vocabulary size of the sampled texts should be adjusted to help foreigners have a more comfortable and adequate understanding of the translated contents.

Map labels are the most recognizable map elements using the human visual system because they are essentially a natural language. In this study, an experiment was conducted using an eye-tracker to objectively record and analyze the response of subjects regarding visual attention to map labels. A primary building object was identified by analyzing visit counts, average visit duration, fixation counts, and the average fixation duration of a subject's gaze for an area of interest acquired using the eye-tracker. The unmarked rate of map labels in Google map, Naver map, and Daum map was calculated. As a result, this rate exceeded fifty-one percent, with the lowest rate recorded for Google map. It is expected that the results of this study will contribute to an increase in the diversity of research in terms of the spatial cognition approach for map labels, which is more helpful to users than the existing body of work on methods of expression for labels.

Readability assessment allows educators to evaluate text complexity using single numerical scores, which helps in selecting materials suited to various proficiency levels. However, accurate calibration of difficulty requires an understanding of complex linguistic features, especially in high-stakes assessments. This study explored the relationships between 26 lexical indices and readability scores across four categories of CSAT English reading items. The data included 335 reading items from high-difficulty tests (2017?2024), analyzed with CAREC and TAALES 2.0. The age of acquisition displayed systematic variation: discourse structure inference (r = 0.712), contextual inference (r = 0.674), main idea comprehension (r = 0.513), and language component analysis (r = 0.504). Linear Mixed Effects models demonstrated significant differences in explanatory power: contextual inference (R² = 63.9%) was influenced by multiple predictors, discourse structure inference (R² = 50.1%) was affected by vocabulary maturity, main idea comprehension (R² = 39.1%) was linked to processing efficiency, and language component analysis (R² = 32.8%) was related to semantic complexity. These results indicate that lexical features contribute differently to readability assessment across item categories, suggesting the need for item-type specific lexical approaches. However, findings should be considered within the CAREC framework, as the readability measure itself includes lexical features similar to those analyzed as predictors.

This is a corpus-based, comparative study of 80 sample texts from elementary school English textbooks and 100 sample texts from children’s English books selected by the Ministry of Education in Korea. It focuses on analysing the characteristics of texts using the Wordsmith and Coh-Metrix tools to evaluate the appropriateness of linguistic features and readability in EFL reading texts for primary schools. The quantitative results show significant lexical differences between the two different samples: Storybooks show a higher level of text difficulty in relation to lexical coverage, number of words and word length, and pronoun use. Intergroup differences are found in the age of acquisition, imageability, and concreteness in different ways. At the level of syntactic and discursive features, the results partially show statistical significance between the two samples. Finally, the two sample text groups reveal significant differences in readability. These findings may help in providing standards for evaluating text comprehension and thus have implications for selecting useful EFL reading materials at primary schools.

과열된 입시경쟁과 사교육비 절감 취지로 2018학년도부터 대학수능시험 영어영역은 상대평가체제에서 절대평가로 전환되었다. 절대평가제도가 안착되기 위해서는 매년 수능 난이도를 일정하게 유지하는 것이 필수적이며 이를 위해서는 텍스트 난이도 검증 연구가 요구된다. 따라서 본 연구에서는 Coh-Metrix 분석 프로그램을 사용하여 지난 3년간 실시된 한국, 중국, 일본 대학입시시험 영어지문을 코퍼스로 구축하여 FRE, FKGL, L2RS 지수로 구성된 이독성 수치를 비교하였다. Coh-Metrix에서 측정된 이독성 수치를 토대로 한･중･일 대학영어시험의 이독성이 통계적으로 유의미한 차이가 있는지 알아보기 위해서 일원분산분석(one-way ANOVA)을 실시하고 Duncan 사후검정을 시행하였다. 연구 결과에 의하면 한국 수능 시험의 영어 지문은 일본과 중국에 비해 이독성이 낮은 것으로 나타났다. 한･중･일 대입영어시험의 이독성을 분석한 결과물을 바탕으로 교육부의 절대평가 도입 취지를 재조명하고, EFL 환경에 맞는 교육적 시사점 및 향후 연구과제를 제시하였다.

The English section of College Scholastic Ability Test (CSAT) was switched from the norm-referenced evaluation system to the criterion-referenced evaluation system starting from 2018 school year due to the overheated competition of entrance examination and reduction of private education expenses. In order for the criterion-referenced evaluation system to be firmly established, it is essential to maintain the difficulty level of CSAT constant every year, and the verification of text difficulty level is required for this. Hence, in this study, we built the English texts of Korean, Chinese and Japanese college entrance exams conducted in the past 3 years with corpus, and used Coh-Metrix to compare readability measures of FRE, FKGL, L2RS. The readability indices taken from Coh-Metrix were analyzed with a one-way ANOVA followed by Duncan post-hoc tests to detect statistically significant differences among the three countries. The study results revealed that the readability of Korean CSAT was lower than those of Japan and China. Based on the findings, this study shed light on the intention of introducing the absolute evaluation system in the English section of CAST of Ministry of Education and presented pedagogical implications for EFL settings as well as future research directions.

The purpose of the paper is to compare and analyze the English sentences were shown in the TOEIC textbook and Korean translation sentences according to them, based on the translation style, which is one of the basic theories of translation studies. To understand the concept of translation by first examining the theory of translation that has been dealt with in previous studies. And based on this, to analyze the English sentences covered in various TOEIC textbooks and the translated Korean sentences. Among the many sentences that appeared, sentences with severe translation were extracted and analyzed. Therefore, considering that this study presented another guideline in translation research by studying the awkwardness of Korean translation that English learners may feel while learning in the TOEIC textbook, the meaning and value of this study are fully appreciated.

본 연구는 2015 개정 초등과학 교과서의 이독성을 분석하여 어휘 및 문장의 수준을 확인하고, 추후 교과서를 집필하는 과정에서 학년별로 적절한 수준의 이독성을 갖는 어휘와 문장을 사용할 수 있는 계기를 마련하는 데 목적이 있다. 이를 위해 2015 개정 초등과학 교과서의 이독성을 측정하고, 과학 용어를 정의하는 문장 및 이해를 돕는 문장의 이독성을 어휘와 문장 수준에서 분석한 후, 학년별 수준 분석과 함께 이전 교과서의 이독성과 비교하였다. 연구 대상의 선정은 연구자를 포함한 교직 경력 10년 이상의 교사 3인의 협의를 거쳐 실시하였다. 분석 결과는 다음과 같다. 첫째, 어휘의 등급 평균은 1.5~2.1 수준으로 초등학생 수준에 적합한 어휘가 사용되고 있었으나 4학년의 경우 4~5등급 어휘가 비교적 높은 비율로 분포되어 있었다. 2015 개정 과학 교과서 3, 6학년 용어 정의 부분의 이독성은 이전 교육과정 과학 교과서의 어휘 이독성보다 낮았지만, 타 교과와는 비슷하거나 낮은 수준을 유지하고 있었다. 둘째, 3, 5학년의 문장 수준은 4, 6학년과 달리 문장 길이가 비교적 길고 단문의 비율이 낮아 문장 수준 이독성이 낮았다. 특히 2015 개정 교육과정 3학년 교과서의 용어 정의 부분의 평균 어휘 수와 단문 비율은 매우 낮은 문장 수준 이독성을 보이고 있어 개선이 필요하다. 셋째, 타 교육과정 교과서의 이독성과 비교할 때, 어휘 수준의 이독성은 적절하지만 3학년 과학 교과서의 경우 문장 당 어휘 수와 복문의 비율이 높아 이독성이 낮았다. 또한 쉬운 어휘의 사용과 함께 문장의 길이를 짧게 하여 이독성을 높이기 위한 노력은 계속되어야 할 것이다.

The purpose of this study is to analyze the readability of the 2015 revised elementary science textbooks at the vocabulary and sentence levels, and to provide an opportunity to use vocabulary and sentences with an appropriate level of readability for writing textbooks in the future. To do this, the readability of the 2015 revised elementary science textbook was analyzed and the vocabulary and sentence level the readability of sentences defining scientific terminology were analyzed. The results were then compared to the readability of previous curriculum textbooks. The results are as follows: first, the grade average of vocabulary remained at 1.5-2.1, with vocabulary appropriate to the elementary school level being used on average. However, grades 4 to 5 vocabulary are distributed at a relatively high rate. Second, the sentence-level analysis shows that the sentence lengths for the third and fifth grades were relatively long and the percentage of simple sentences was low. Third, compared to other curriculum textbooks, it was confirmed that the proper level of readability was maintained at the vocabulary level, but that the sentence lengths and the percentage of simple sentences could adversely affect the readability of third-grade science textbooks.

학습자의 수준을 고려한 한문 텍스트 선정․배열과 교재 편찬을 위해 객관적인 텍스트 곤란도 측정이 필요함에도 불구하고 현재 한문 교과에는 텍스트 곤란도 측정을 위한 모델이나 易讀性 공식 연구는 찾아보기 어렵다. 명확한 텍스트 선정 기준의 부재와 실제 학교 현장의 한문 독해 교육 실태를 따져 분석해 볼 때, 객관적 측정 도구 개발을 통해 한문 독해 교육의 正常化를 꾀하는 것은 시의적절한 과제라 할 수 있다. 따라서 이 연구에서는 한문 텍스트 易讀性에 영향을 미치는 요인 분석을 통해 한문 텍스트 곤란도 측정을 위한 易讀性 공식 개발을 주요 연구 과제로 삼는다. 이를 위하여 아래와 같은 내용의 연구를 수행하였다. 첫째, 영어와 국어의 易讀性 期待 要因을 한문의 언어적 특성에 따라 비교․분석하여 취사선택하고, 한문만이 가지는 특징적인 易讀性 期待 要因을 탐색함으로써 易讀性 결정 요인을 추출하고자 한다. 둘째, 위와 같은 기준으로 추출한 한문 易讀性 期待 要因과 실제 한문 텍스트의 학년 수준 사이에 어느 정도의 상관을 가지는가를 검토하기 위해 한문 텍스트를 선정한다. 전문가 집단에게 선정된 텍스트의 학년 수준을 일부 조정하게 하고, 각각의 텍스트에서 易讀性 期待 要因들의 빈도를 算定한다. 셋째, 추출한 易讀性 期待 要因들이 한문 텍스트에 나타나는 빈도와 학년 수준을 조정한 한문 텍스트들과의 상관관계를 분석하여 각각의 易讀性 期待 要因들이 텍스트 학년 수준이 올라갈수록 텍스트 곤란도에 의미 있는 영향을 끼치고 있는지 검토하고자 한다. 이 단계에서 각각의 易讀性 期待 要因들이 어떤 측면에서 한문 텍스트 易讀性에 영향을 미치는지 분석할 것이다. 넷째, 단순회귀분석(simple regression analysis)을 통해 단순회귀방정식을 도출함으로써 텍스트 곤란도 측정을 위한 공식을 구성하고 설명력이 큰 공식을 선별한다. 또한 텍스트 곤란도에 대한 독립변인들의 복합적 영향을 분석하기 위하여 중다회귀분석(multiple regression analysis)을 통해 중다회귀방정식을 구성한다. 이 중다회귀방정식이 한문 텍스트 易讀性 공식이 된다. 연구에서 누차 밝혔다시피 텍스트의 수준은 단지 수치로 환산할 수 있는 要因들에 의해 결정되지는 않고, 현재에는 쓰이지 않는 文言文인 한문을 현재 사용되는 언어들의 어려움을 측정하는 易讀性 공식으로 수준을 측정하기에 곤란한 문제들이 적지 않게 존재하고 있다. 따라서 이 연구의 목적은 완벽한 易讀性 공식의 산출이라기보다는 한문 교육의 위계화를 위한 시도로 보는 것이 적절할 것으로 생각한다. 이 연구에서는 數量化 할 수 있는 要因들로만 공식을 구성하는 것을 전제하였기 때문에 이러한 제한점과 한계는 질적 부분의 고려로 보충되어야 할 필요가 있다.

Although objective measurement of classical Chinese texts is needed, it is difficult to find device for measuring level of classical Chinese text or research on the device. Considering absence of definite standard of selecting classical Chinese text, it is a well-timed task to normalize reading comprehension education through an objective device for measuring level of classical Chinese texts. Therefore, this study aims to develop readability formula for classical Chinese texts by analyzing factors that have a decisive effect on readability. For accomplishing this purpose, this study was performed as follows:First, comparing English and Korean readability factors to classical Chinese readability factors as liguistic features, I tried to find decisive readability factors for classical Chinese text. Second, I had ten education experts adjust level of 500 classical Chinese texts and investigated the frequency of readability factors in the adjusted texts. Third, I analyzed the correlation between frequency of the calculated readability factors and level of classical Chinese texts, and examined that each factor affects text complexity significantly. At this stage, I analyzed that how each factor affects text complexity. Fourth, developing equation by simple regression analysis, I made readability formula for complexity of classical Chinese texts and selected statistical significant readability formula. Also, to analyze the multi- plicative influence of factors over text complexity, I developed equation by multiple regression analysis. This equation is readability formula for classical Chinese text. As I have told you over and over, level of text is not decided by only quantitative factors and it is difficult for classical Chinese that has only written language and is a disused to be measured accurately by reada- bility formula for a living language. Also there are very fine questions to resolve. Therefore, I think this study frankly aims to try to establish an order of rank of classical Chinese texts, rather than develop accurate readability formula. In this study, because of the premise that reada- bility formula consists of only quantitative factors, these limitations should be dealt with by a follow-up research on qualitative parts or factors.

This study compared and analyzed with the United States(USA) to evaluated the level of readability of radiotherapy information (English text) provide to foreign patients with cancer by medical institutions in South Korea (KOR). A total of 20 the KOR and USA medical hospitals in 10 each provide information for radiation therapy technology were selected. The readability was comparatively analyzed a total of three aspects (lexical, syntactic, cohesion and readability) by using a Coh-Metrix on-line web program. In readability respect, the mean of the Flesch Reading Ease (FRE) was lower in the KOR (8.3) than in the USA (23.2), Flesch-Kincaid grade level (FKGL) was higher in the KOR than in the USA (14.2) indicating that KOR was less readable than the US (p<.05). In both KOR and USA, the reading level (literacy) of the English text for the radiation therapy was found to be higher than high school (FRE level 50 or lower). Therefore, text information in English for the radiation therapy to foreign patients with cancer should be lowered to elementary school level and read to improve the quality of medical services.

The purpose of this study is to analyze and compare the reading texts in the middle school English Textbooks based on 2015 Revised National Curriculum for the 1st and 2nd year students. The Coh-Metrix indices used in the present study are descriptive, lexical features, syntactic complexity, discourse cohesion, and readability. This study compared the readability of the eight English textbooks in each grade, and the sixteen English textbooks were analyzed. This study examined the continuity of the English textbooks of the middle school 1st and 2nd grade by analyzing the readability. The results show that some differences exist in the readability indices among English textbooks within each grade level, but statistically significant differences were found only in descriptive and lexical indices. In addition, the findings show that the continuity of middle school English textbooks is well organized based on Coh-Metrix indices except for the cohesion measures. With these results about leveled readability between 1st and 2nd grade of middle school English textbooks, the proper selections of children’s English literature for each grade were provided.