Towards A Framework For Scientific Leveling Of English Reading Materials At A College Self-access Language Center

As an important strategy to support college English reform efforts in China, a large number of self-access centers(SAC) are established in universities with abundant self-access language learning materials(SALLMs) provided. Researches indicate that the SALLMs at SACs have provided rich varieties of target language input resources and fostered student independent learning interest and abilities. However, random quantities should never be over-rated without the back of qualities. This is especially true and important in supporting foreign language learning among college students. Whereas the quantities of SALLMs are plentiful, the appraisal of their qualities has not received enough attention or analysis so far. What should be the core quality criteria of SALLMs? Different scholars may have their own opinions and perspectives. This research emphasizes the pragmatic quality of these materials which are used almost exclusively for student independent studies. That is, in order to provide differentiated material support for students of various competence levels, these materials must be at least appropriately leveled so that they can become effective I+1 input resources for learners. Due to the enormous quantity, this research focuses on the reading materials only and seeks to formulate a framework in order to scientifically differentiate the SARMs(Self-access reading materials) into appropriate levels so that these digital materials can truly promote effective foreign language learning.Two central questions have guided this research: 1) What are the factors that can predict reading difficulty levels of SARMs? And 2) How to establish a framework of leveling that takes into consideration both the reading task difficulties and the learner’s reading competence? The purpose of establishing such a framework is to ensure the quality of leveling and its appropriateness in meeting the needs of students at various proficiency levels.In light of the research questions, the research employed a mixed-method approach methodologically, adopting both qualitative and quantitative methods. Five steps are taken: Step One is to form an operational model of self-access learning(SAL) with leveled SARMs based on theoretical study of self-regulated learning(SRL); Step Two is to form a system of indicators and components of reading competence in alignment with national and international EFL standards; Step Three is to analyze variables of reading task characteristics; Based on step two and three, a progressive leveling system of the sampled SARMs is worked out; Step Five is to match reading competences with SARMs so as to form the framework.As the outcome of the research, the twelve-level framework is established with their corresponding descriptors of characteristics and cognitive demands to differentiate SARMs. This researcher hopes that this framework will provide scientific support to college English learners in their informed planning, self-monitoring, and self-evaluation so that their motivation and effectiveness, and ultimately their learning outcomes, will be sustained and promoted. Of course, the research still has some limitations, one of which is the lack of scientific learner analysis. In addition, this framework is only a first step towards a more sophisticated and data-proven system of evaluating, organizing, and pedagogically critiquing EFL learning materials.