Developing a cognitive model of L2 reading comprehension for evaluative purposes in an EMI context

Abstract

There have been recurrent calls in the field of educational assessment to design theoretically substantiated and empirically supported cognitive models that could be used for assessment purposes. Cognitive models, a simplified depiction of problem-solving processes employed while working on a task of interest, may demonstrate knowledge and skills possessed by individuals at different learning and performance levels. Such models could have significant implications for the assessment of crucial abilities, such as reading comprehension, which is of utmost importance to academic and personal growth. As such, this qualitative study focuses on developing a cognitive model of L2 (second language) reading comprehension. The cognitive model blends the characteristics of three types of cognitive models (i.e., the cognitive model of test specifications, domain mastery, and task performance). The study also aims to offer insights into L2 reading assessments conducted in English-medium instruction settings, where the effective execution of L2 reading processes is crucial.