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Paper 3: Reading (800/3)

DISCLAIMER: No part of this presentation may be reproduced or changed

in any form or by any means without prior permission in writing to the
Chief Executive, Malaysian Examination Council
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Presentation Outline

• MUET 2008 vs MUET 2021 Reading Test Specifications

• Purpose of the Reading Test
• Test Specification for Reading
• Relating the Skills Tested to the CEFR Levels
• Reading Sub-skills
• Relating the Sub-skills Tested to the CEFR Levels
• Sources of Reading Materials by Text Type
• Part 1: Multiple Matching
• Part 2, Part 3, and Part 4: Multiple Choice
• Part 5: Gapped Text
• Part 6 and Part 7: Multiple Choice

Menjana MAJLIS PEPERIKSAAN

Pentaksiran Jitu MALAYSIA
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MUET 2008 vs MUET 2021 Reading Test Specifications

Features

40% Weighting 25%

90 minutes Duration 75 minutes

45 Number of Questions 40
True/False/Not Stated,
Type of Questions MCQ
MCQ
Number of Texts
6 7

C1 to C1+ CEFR Level A2 to C1

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The Reading Test

Purpose

• To assess the ability of test takers

to understand reading texts in the
higher education context, covering
both more formal and less formal
text types
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Descriptors of Reading Ability: Bands 1-5

Band 1
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Descriptors of Reading Ability: Bands 1-5

Band 2
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Descriptors of Reading Ability: Bands 1-5

Band 3
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Descriptors of Reading Ability: Bands 1-5

Band 4
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Descriptors of Reading Ability: Bands 1-5

Band 5

qShort
qFamiliar topics
qInformal text-types
qSimple language
qFactual
Texts are on familiar topics
but test takers cannot use
their background knowledge
to answer the questions.
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Factors Affecting Task Difficulty
qLengthy
qUnfamiliar topics
qFormal text-types
qComplex language
qPerspectives
The Reading Test will differentiate test
Texts are not too technical
takers who are A2 to C1 readers.
for a majority of test takers.
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Test Specification for Reading

Test Part CEFR Text Length Question Type Total
level Items
Part 1 A2 Three short texts of the same text Multiple matching
type, thematically linked, amounting
Three texts preceded by 4 multiple matching 4
to a total of 100 to 150 words
questions
Parts 2 and 3 B1 Two texts each of 300 to 450 words MCQs – 3 options
10

Part 4 B2 Two independent texts based on the Two MCQs based on Text 1
same theme (not necessarily of
Two MCQs based on Text 2 6
the same text type) amounting to a
total of 700 to 800 words Two MCQs comparing the 2 texts
Part 5 B2 One text of 500 to 600 words A gapped text with 6 missing sentences
– 7 options 6

Parts 6 and 7 C1 Two texts of 700 to 900 words each MCQs – 4 options
14

Total 40
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Act.1: Match the reading descriptors to the CEFR levels (A2-C1)

Can read with a large degree of Can understand in detail lengthy, complex texts, whether or not they
independence, adapting style and relate to his/her own area of specialty, provided he/she can reread
speed of reading to different texts difficult sections.
and purposes, and using Can understand a wide range of texts including literary writings,
appropriate reference sources newspaper or magazine articles, and specialised academic or
selectively. Has a broad active professional publications, provided that there are opportunities for re-
reading vocabulary, but may reading.
experience some difficulty with low-
3
1
frequency idioms.

Can understand short, simple texts on familiar matters of a concrete

type which consist of high frequency everyday or job-related language.
Can read straightforward factual Can understand short, simple texts containing the highest frequency
texts on subjects related to his/her vocabulary, including a proportion of shared international vocabulary

4
field and interests with a items.
satisfactory level of comprehension.

2
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Relating the skills tested to the CEFR levels

Test Part CEFR Descriptors
level
Part 1 A2 Can understand short, simple texts on familiar matters of a concrete type which consist of
high frequency everyday or job-related language.
Can understand short, simple texts containing the highest frequency vocabulary, including
a proportion of shared international vocabulary items.
Parts 2 and 3 B1 Can read straightforward factual texts on subjects related to his/her field and interests with
a satisfactory level of comprehension.

Part 4 B2 Can read with a large degree of independence, adapting style and speed of reading to
different texts and purposes, and using appropriate reference sources selectively. Has a
Part 5 B2 broad active reading vocabulary, but may experience some difficulty with low-frequency
idioms.

Parts 6 and 7 C1 Can understand in detail lengthy, complex texts, whether or not they relate to his/her own
area of specialty, provided he/she can reread difficult sections.
Can understand a wide range of texts including literary writings, newspaper or magazine
articles, and specialised academic or professional publications, provided that there are
opportunities for re-reading.
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Reading Sub-skills

Reading sub-skills tested range from

understanding explicitly stated information in
sentences at A2 level to intertextuality at higher
levels.
Cognitive processing in reading (Khalifa & Weir, 2009)
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Reading Sub-skills

Text input and questions are selected to

demand certain kinds of cognitive processing Understanding
writer attitudes
and purpose

Understanding Understanding Understanding Understanding

a sentence a paragraph a text across texts

Understanding
text structure

Cognitive processing in reading (Khalifa & Weir, 2009)

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Relating the sub-skills tested to the CEFR levels

Test Part CEFR level Key Reading Sub-Skills*

Part 1 A2 • Identifying specific information
Parts 2 and 3 B1 • Inferencing
• Identifying details and examples from sources to support an argument
• Identifying the main ideas and supporting details
• Predicting outcomes
Part 4 – B2 • Distinguishing facts and opinions
2 independent texts • Interpreting text for author’s intention, attitudes and style
• Transferring information from linear to non-linear texts
• Categorising similarities and differences across texts
• Comparing and evaluating information in different texts
Part 5 – Gapped Text B2 • Identifying the purpose of a paragraph or text
• Recognising the text structure of the whole text
• Identifying cause and effect relationships in a text
Parts 6 and 7 C1 • Recognising text content features (detail, opinion, emotions, attitude, writer’s
purpose, main idea and implication)
• Recognising text organisation features (exemplification, comparison and
reference)
*The key reading skills represent the “ceiling” or the highest level of skills that can be tested but the items for the passages can be set at lower
levels of reading skills. For example, for a C1 text, the items can test key reading skills in B1 to B2 levels.
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Sources of Reading Materials by Text Type

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Act. 2: Which of these text types are more likely to contain
content on familiar matters of a concrete type?

1. Textbooks 6. Magazine articles

2. Formal letters 7. Announcements

11. Notices/Signs These are straightforward
factual texts.
3. Flyers 8. Research reports
12. Timetables These texts consist mainly
of high frequency
4. Reviews 9. Short stories everyday or job-related
13. Emails language.

5. Forums 10. Menu

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Act. 2: Which of these text types are more likely to contain
content on familiar matters of a concrete type?

1. Textbooks 6. Magazine articles

2. Formal letters 7. Announcements

11. Notices/Signs These are straightforward
factual texts.
3. Flyers 8. Research reports
12. Timetables These texts consist mainly
of high frequency
4. Reviews 9. Short stories everyday or job-related
13. Emails language.

5. Forums 10. Menu

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Part 1: Multiple Matching

Task format 4 questions to be matched to 3 short adapted authentic texts. The four questions
follow on from the same stem. Texts are linked by theme and text type.

Standard rubrics Read three (text type) about X.

Answer questions 1 to 4 based on the (text type) about X (A to C).
Which house ...?

Word count 3 texts are of similar length: Total of 100-150 words

Test focus Reading multiple texts for specific factual information

Text type Advertisements (flyers, brochures), announcements, notices, short official

documents, signs, labels, directories, prospectuses, menus, and timetables.

Response For each question, choose which text, A, B or C, as the answer and indicate the
answer on the answer sheet.
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Part 1: Multiple Matching

Read three notices about houses for rent.
Answer questions 1 to 4 based on the notices about houses for rent (A to C).

Which house
1. has easy parking? _____
2. is the closest to shops? _____ Key reading sub-skill:
3. is suitable for nature lovers? _____ Identifying specific
4. has no bedroom furniture? _____ information

A. Special for University Students
• Two storey house for rent (4
rooms and 3 bathrooms)
• Fully furnished
• No animals allowed
• Available: September onwards
• Nearby public transport
• Short walk to banks, university,
and Happy Garden shopping
mall
• The rent is only RM300 per
room.
B. New House for Rent @ Palm
Villa
• 3-room house. Empty except for
cooker and fridge
• Only 5 minutes by car to
university, clinic, local stores and
food courts
• Quiet and comfortable
environment (opposite a large
park)
• Safety ensured (door and window
grills installed)
C. Looking for Female Housemate
• Single room at RM350 per month
(inclusive of electricity & water
bills)
• Study table, chair, standing fan,
wardrobe, single bed, window grill
with mosquito net, washing
machine and refrigerator
• Covered garage area for up to 3
cars
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Parts 2 and 3: Multiple Choice

Task format Texts followed by 5 MCQs. Each MCQ has 3 options.
Standard rubrics Read (text type).
Answer questions 5 to 9 based on the (text type).
Word count 300 to 450 words
Test focus Inferencing
Reading for main ideas and supporting details
Identifying details and examples to support an argument
Predicting outcomes

Text type Straightforward factual texts such as short stories, light magazine/ newspaper
articles, blogs, biographies, emails, informal letters, and formal letters (e.g. Letter
to the Editor, letter of complaint, job application letter)

Response For each question, choose from options A, B or C as the correct answer, and
indicate the answer on the answer sheet.
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Part 2: Multiple Choice

Read an email from a university lecturer.
Answer questions 5 to 9 based on the email.

Key reading sub-

skill:
• Inferencing
• Identifying
details and
examples
from sources
to support an
argument
• Identifying
the main
ideas and
supporting
details
• Predicting
outcomes
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Part 3: Multiple Choice

Read an extract from a novel.
Answer questions 10 to 14 based on the extract.

Key reading sub-

skill:
• Inferencing
• Identifying
details and
examples
from sources
to support an
argument
• Identifying
the main
ideas and
supporting
details
• Predicting
outcomes
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Part 4: Multiple Choice

Task format 2 thematically linked texts followed by 6 MCQs. Each MCQ has 3 options.
Questions 15 and 16 refer to the first text,
Questions 17 and 18 refer to the second text,
Questions 19 and 20 refer to both texts.
Standard rubrics Read two (reviews about ...)
Answer questions 15 and 16 based on Review 1.
Answer questions 17 and 18 based on Review 2.
Answer questions 19 and 20 based on Review 1 and Review 2.
Word count Texts are of similar length: Total of 700 to 800 words
Test focus Understanding the main idea and supporting details, and gist
Understanding text organisation features
Deducing meaning from context
Distinguishing facts and opinions
Interpreting text for author’s intention, attitudes and style
Comparing and evaluating information in different texts
Text type Long and complex texts such as specialist magazine articles, reviews, feature articles,
formal letters, research bulletins, and discussion forums.
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Act. 3: Which of these text are thematically linked?

Title of text Type of text

Floods – an eye-opener and reminder for Letter to the

us Editor If the subject matter is
outside the candidates’ field
Nurses share a side to their profession and interests, then it is
Magazine article suitable for testing at the B2
that most people don’t see
level and higher.

Spark needed for change in nursing Letter to the

profession Editor
Exploring the managing of flood disaster:
A Malaysian perspective Journal article
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Part 4: Multiple Choice

Read two reviews about a film.
Answer questions 15 and 16 based on Review 1.

Key reading sub-skill:

• Distinguishing
facts and opinions
• Interpreting text for
author’s intention,
attitudes and style
• Transferring
information from
linear to non-linear
texts
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Part 4: Contd.
Answer questions 17 and 18 based on Review 2.

Key reading sub-skill:

• Distinguishing
facts and opinions
• Interpreting text for
author’s intention,
attitudes and style
• Transferring
information from
linear to non-linear
texts
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Part 4: Contd.
Answer questions 19 and 20 based on Review 1 and Review 2.

Key reading sub-skill:

• Categorising similarities and
differences across texts
• Comparing and evaluating
information in different texts
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Act. 5: Which of these text types are more likely to contain
writer’s stance or viewpoints?

1. Textbooks 6. Magazine articles

2. Formal letters 7. Announcements

If the subject matter is
outside the candidates’ field
3. Flyers 8. Research reports and interests, then it is
suitable for testing at the B2
level and higher.
4. Reviews 9. Short stories

5. Forums 10. Emails

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Act. 5: Which of these text types are more likely to contain
writer’s stance or viewpoints?

1. Textbooks 6. Magazine articles

2. Formal letters 7. Announcements

If the subject matter is
outside the candidates’ field
3. Flyers 8. Research reports and interests, then it is
suitable for testing at the B2
level and higher.
4. Reviews 9. Short stories

5. Forums 10. Emails

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Part 5: Gapped Text

Task format A text in which 6 sentences have been removed. This is followed by 7 sentences
(A to G), to be selected to fill each gap. There is one sentence which is not
needed.
Standard rubrics Read an article about ...
Six sentences have been removed from the article. Choose from the sentences A
to G the one which fits each gap (21 to 26). There is one extra sentence which
you do not need to use.
Word count Text length: 500 to 600 words including the removed sentences
Test focus Identifying the purpose of a paragraph or text
Recognising the text structure of the whole text
Identifying cause and effect relationships in a text
Text type Long and complex texts such as specialist magazine articles, reviews, feature
articles, and research bulletins.
Response For each question, choose the correct sentences from options A to G, which fits
each gap, and indicate the options on the answer sheet.
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Part 5: Gapped Text

Currently, MUET Reading tests the sub-skills

separately Key reading sub-skill:
• Identifying the purpose of a
paragraph or text
• Paragraph 3 is mainly about … • Recognising the text structure of
the whole text
• The passage ends with … • Identifying cause and effect
• Paragraph 5 is developed through … relationships in a text
• Why are Japan’s racial chauvinists infuriated?
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Part 5: Gapped Text

Read an article about the problems of antibiotic use. Six sentences have been
removed from the article. Choose from the sentences A to G the one which
fits each gap (21 to 26). There is one extra sentence which you do not need
to use.

Key reading sub-skill:

• Identifying the purpose of a
paragraph or text
• Recognising the text structure of
the whole text
• Identifying cause and effect
relationships in a text
• GCDFBA
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Parts 6 and 7: Multiple Choice

Task format A text followed by 7 MCQs. Each MCQ has 4 options.
Standard rubrics Read an article on ...
Answer questions 27 to 33 based on the article. (Part 6)
Answer questions 34 to 40 based on the article. (Part 7)

Word count The texts are of similar length: 700 to 900 words
Test focus Recognising text content features (detail, opinion, emotions, attitude, writer’s
purpose, main idea and implication)
Recognising text organisation features (exemplification, comparison and
reference)

Text type Lengthy complex texts such as specialist magazine articles, textbooks, reviews,
reports, journal articles, research bulletins, professional publications, and literary
writing.

Response For each question, choose from options A, B, C, or D as the correct answer, and
indicate the answer on the answer sheet.

Parts 6 and 7: Multiple Choice
Read an article on a condition known as hyperlexia.
Answer questions 27 to 33 based on the article.
Read an article entitled The World's Lungs.
Answer questions 34 to 40 based on the article.
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Key reading sub-skill:
• Recognising text content features (detail,
opinion, emotions, attitude, writer’s
purpose, main idea and implication)
• Recognising text organisation features
(exemplification, comparison and
reference)
27-33: D C A D C C D
34-40: C D D C C C C
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The Reading Test

• Texts are pitched at CEFR levels from A2 to C1;
texts and questions are progressively difficult.
• Topics range from familiar subject matter to
abstract and literary topics outside the
candidates’ area of interest and expertise.
• Reading sub-skills tested range from reading for
specific factual information to global reading for
implicit information.
• There is also a greater variety of text-types and
texts.

Main reference:
Khalifa, H., & Weir, C. J. (2009). Examining reading: Research and
practice in assessing second language reading. Cambridge: Cambridge
University Press.
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Thank you