© 2019

Investigating the Role of Test Methods in Testing Reading Comprehension

A Process-Focused Perspective


  • Explores the prospect of a process-focused paradigm in language testing research

  • Sheds light on the “dark box” of test-takers’ cognitive processing to expand readers’ previous knowledge

  • Provides valuable new insights into the construct of reading comprehension


Table of contents

  1. Front Matter
    Pages i-xiv
  2. Jufang Kong
    Pages 1-8
  3. Jufang Kong
    Pages 9-29
  4. Jufang Kong
    Pages 31-49
  5. Jufang Kong
    Pages 51-63
  6. Jufang Kong
    Pages 65-76
  7. Jufang Kong
    Pages 77-93
  8. Jufang Kong
    Pages 175-192
  9. Back Matter
    Pages 193-212

About this book


This book explores the construct of reading comprehension by means of two main test methods. Research methods like the think aloud protocol and eye tracking are employed to tap into test-takers’ cognitive processes while engaged in input text meaning building, and in test tasks. The book is the first systematic attempt to explore test-takers’ cognitive processes through the control of test methods, and presents findings in visualized form including processing route maps and eye fixation heat maps. It offers readers essential support with “digging into” and analyzing data that has to date remained difficult to access.


Language Testing Applied Linguistics Reading Comprehension Test Method Test-Takers’ Cognitive Processes

Authors and affiliations

  1. 1.Zhejiang Normal UniversityJinhuaChina

About the authors

Dr. Jufang Kong is a lecturer and Dean of the Teaching Research section of the College of Foreign Languages at Zhejiang Normal University, China. She holds a PhD in Language Testing and Assessment from Shanghai International Studies University and was a visiting student at the School of Education, University of Leicester, during her PhD studies. Her research interests include assessing reading skills, language test validation and assessing young language learners. In 2017, she received approval for the Ministry of Education Humanities and Social Sciences Project.

Bibliographic information