Abstract
The present study examines the different linguistic characteristics and the text difficulty of the College Scholastic Ability Test (CSAT) among English reading question types. The study first focused on comparing the linguistic features of the different question types in the CSAT English reading test. Second the study examined whether the consistency of each linguistic features was maintained over a period of five years (2017-2021). CSAT reading passages conducted from 2017 to 2021 (for 2018-2022 college entrance) were collected. The types of each question were classified into four groups (identifying the main idea, identifying the details, identifying the context and discourse, indirect writing). Corpus analysis was conducted using Coh-Metrix 3.0. The indices were selected for descriptive analysis, lexical diversity, cohesion and connectives; and syntactic complexity. A one-way ANOVA and Kruskal-Wallis H test were conducted to analyze the Coh-Metrix results. The result showed the statistical differences in cohesion and coherence and lexical indices among the question types. In addition, the fluctuation of the coherence and cohesion indices was evident over five years (2017-2021). The implications and limitations of the study were discussed.
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