• Golda Cherian
• Dr. Sunil Kumar Jha

Abstract This study investigates the difficulty level of the texts used in the exams in correlation with the difficulty level of texts in the course materials in the teaching and learning of English in the EFL (English as a Foreign Language) field. The difficulty level of the texts, specifically in Reading and Listening skills, was assessed using Flesch-Kincaid readability scores and CEFR (Common European Framework of Reference for Languages) levels. By examining the various texts prepared by the researcher for the Level 3 exams in one of the higher education institutions in Oman, the study aims to make sure that the appropriate materials were used in assessing the learners. The findings reveal noteworthy insights about the text complexity of the test materials and the teaching materials with respect to the readability scores and CEFR levels. The outcomes of this study will offer insights and practical implications to exam writers and content developers in creating appropriate texts for teaching and assessing EFL learners and thereby achieving learning outcomes.

Readability, CEFR level, impact, EFL (English as a Foreign Language), difficulty level, Flesch-Kincaid readability, Flesch reading ease, text complexity, listening comprehension, reading comprehension, assessment, practical implications, exam writers, content developers, higher education, Oman

"Impact of Readability and CEFR Levels on EFL Materials", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 6, page no.a44-a51, June-2024, Available :http://www.jetir.org/papers/JETIR2406007.pdf

"Impact of Readability and CEFR Levels on EFL Materials", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 6, page no. ppa44-a51, June-2024, Available at : http://www.jetir.org/papers/JETIR2406007.pdf