the use of engagement esources in gcse efl and esl reading exams: a practical application of appraisal theory [in english]

This paper illustrates the value of engagement as a subsystem of martinand white’s (2005) appraisal framework in studies on igcse englishreading assessments. the study focused on how igcse exam authorsengage with their readers and how they construct and negotiate stances usingevaluative language. the study used a mixed-method research design toexamine engagement resources in four igcse efl/esl reading tests.analysis of four igcse efl and esl reading tests using the engagementsystem revealed that there are some different linguistic preferences amongefl and esl exam makers. while both tests had a higher number ofheteroglossic and ‘contractive’ resources, the manner in which theseelements were distributed made a difference in serving each exam’s purposeand type of evaluation, i.e. the engagement feature was used in efl texts topresent a more challenging text while esl texts were considered clearer. athorough understanding of the underlying features of engagement can helplearners distinguish creative positioning, assess the impact of linguisticchoices, identify the goal of writing, and comprehend underlying ideologiesand values. the comparison between esl and efl texts indicates that closerattention to authorial presence and to problems of voice negotiation throughthe study of engagement resources can help in preparing efl and esligcse exam takers to solve more effectively and can enhance their textunderstanding and sharpen their critical reading skills.