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Journal articles on the topic 'IELTS exam'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Chinnathambi, Kodhandaraman, Latha Anandan, and Nancy Dalangbayan. "Omani Student’s Awareness and Application of Reading Strategies in the IELTS-Based Reading Exams." Journal of Language Teaching and Research 15, no. 3 (2024): 737–45. http://dx.doi.org/10.17507/jltr.1503.06.

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Students who know the exam format and the reading strategies of the IELTS or IELTS-based reading exams are at an advantage. They can quickly locate answers that are not explicitly stated in complex texts. Consequently, they get good scores, which help students secure a place in higher education. According to the British Council report, Omani students score below Band 5 in IELTS reading exams. Similarly, not many Omani students score high in the IELTS-based reading exams at the branches of the University of Technology and Applied Sciences (UTAS), Oman. Hence, this study seeks to answer the rese

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Zhao, Jingyou. "Comparison and Enlightenment Between IELTS and Different English Language Examations in China." Lecture Notes in Education Psychology and Public Media 18, no. 1 (2023): 46–53. http://dx.doi.org/10.54254/2753-7048/18/20231284.

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The world-renowned international English test, the IELTS test, tests students comprehensive English language proficiency. Compared to some selective English language tests in China, the IELTS test has various aspects that are worth learning from it. In recent years, some English language tests in China have some shortcomings that still need to be improved to some extent, and the testing methods and concepts demonstrated in the IELTS test can make up for the shortcomings of Chinese English testing. This article aims to compare the IELTS with the Chinese English test in terms of exam organizatio

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Fitzgerald, T. "Passing the IELTS exam." BMJ 325, no. 7373 (2002): 162S—162. http://dx.doi.org/10.1136/bmj.325.7373.s162.

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Michell, Colin. "Critically Examining Perceptions of Different Englishes in the IELTS Speaking Section: Who Decides What is Acceptable?" Journal of World Englishes and Educational Practices 3, no. 4 (2021): 08–15. http://dx.doi.org/10.32996/jweep.2021.3.4.2.

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The International English Language Testing System (IELTS) has become the worldwide benchmark for evaluating English language proficiency. However, the IELTS exam is not without its critics. It has been accused of being elitist and unaccommodating of test-takers who are not users of the prestige varieties of English, even though these people may need to take the exam for employment or immigration purposes. This study involved a focus group of experienced IELTS examiners who were given a number of listenings from non-standard yet still ‘native speakers’ of English to evaluate using the IELTS spe

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Gu, Kali. "Washback Effects of IELTS Test on Teachers’ Adoption of Teaching Materials in the Classroom in China." International Journal on Social and Education Sciences 5, no. 2 (2023): 381–92. http://dx.doi.org/10.46328/ijonses.513.

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This study investigates washback effects of IELTS test on university teachers’ adoption of teaching materials in the classroom in China and see how a high-stake language exam affects their teaching practices and how they and their students perceive the effectiveness of the pedagogic adjustments. To this end, individual interview to five teacher participants was carried out and a questionnaire was administered to over 100 students. The results show a positive washback effect as, influenced by IETLS test and students’ needs to achieve high scores in IELTS test, teachers sought to focus more on I

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MacDonald, Jennifer J. "Sitting at 6.5: Problematizing IELTS and Admissions to Canadian Universities." TESL Canada Journal 36, no. 1 (2019): 160–71. http://dx.doi.org/10.18806/tesl.v36i1.1308.

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The International English Language Testing System (IELTS) standardized English language proficiency (ELP) exam is widely accepted proof of ELP at Canadian universities. The majority of Canadian universities set very similar IELTS cut scores for admission; however, these differ from the IELTS-recommended minimum cut scores. The use of the IELTS exam as an admission tool is not unproblematic, with debates around where to set cut scores, the interplay of political and administrative concerns in setting admissions criteria, and the correlation between cut scores and student academic success. As we

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Chinnathambi, Kodhandaraman, Donald Domalon, and Chokri Ayari. "Omani Students’ Familiarity with IELTS-based Reading Exam Format and Strategies: A Qualitative Phenomenological Study." World Journal of English Language 14, no. 5 (2024): 348. http://dx.doi.org/10.5430/wjel.v14n5p348.

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This study aims to investigate Omani students’ familiarity with the IELTS-based reading exam’s time limit, format, and reading strategies. It also aims to explore the extent to which Omani students adopt independent learning strategies and the challenges they face while taking the IELTS-based reading exams. Omani students need help with their reading skills, as is shown in their below-average scores in IELTS or IELTS-based reading exams conducted by the British Council and the University of Technology and Applied Sciences (UTAS-Ibra). Hence, this study seeks to answer the research questions of

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Zhang, Qianqian. "The Influence of L1(Chinese) on Writing in L2(English): A Case Study." Communications in Humanities Research 3, no. 1 (2023): 611–18. http://dx.doi.org/10.54254/2753-7064/3/20220511.

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This paper aims to explore the influences of L1 in the aspect of writing in L2, and it serves as a qualitative case study to disclose how Chinese as L1 influences writing in English (L2) in the context of IELTS writing exercises as part of mock exams. The influences of concern include: First, the study objects habitual or frequent misuse and mistakes of the L2 resulting from L1s existing language system; these errors can be grammatical, lexical, syntactic, structural, word choice, tense, etc.; and second, how the study objects previous experience of writing similar texts in L1 is extending its

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Mamarajabova, Sadoqat Dilmurod qizi. "Reading strategies that help you in IELTS exam." Multidisciplinary Journal of Science and Technology 3, no. 6 (2024): 233–34. https://doi.org/10.5281/zenodo.10467017.

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Reading tasks are important to understand students' overall reading abilities. These tasks will be used for student placement, policy decisions, curriculum changes, and program, student, teacher or institutional evaluations.The IELTS Reading test consists of 40 questions, designed to test a wide range of reading skills. These include reading for gist, reading for main ideas, reading for detail, skimming, understanding logical argument and recognising writers' opinions, attitudes and purpose.we know that reading is one of the most challenging tasks of IELTS and we can say that there are many st

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Zhu, Siying. "Exploring the Influence of Motivation and Anxiety on L2 Students’ Learning Outcomes." Transactions on Social Science, Education and Humanities Research 11 (August 20, 2024): 128–33. http://dx.doi.org/10.62051/vhkdca20.

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In second language studies, motivation and anxiety have always been the focus of scholars at home and abroad. This study conducted a questionnaire survey on over 120 Chinese IELTS candidates and selected 5 participants for case interviews. Relevant analysis was conducted on the results of the questionnaire survey, and the interview data was also summarized, aiming at exploring the relationship between motivation, anxiety, and academic performance in second language acquisition represented by the IELTS exam. The research has shown that there is a significant positive correlation between IELTS s

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Kovalenko, Marina. "The Validation Process in the IELTS Reading Component: Reading Requirements for Preparing International Students." Journal of Language and Education 4, no. 1 (2018): 63–78. http://dx.doi.org/10.17323/2411-7390-2018-4-1-63-78.

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Although IELTS is coordinated under a framework for test development and validation, there is some controversy about exam results’ correlation with students’ post-admission intellectual, academic and professional performance. The theoretical part of the research aims to investigate the extent to which the IELTS reading component relates meaningfully to interpretations of validity. The empirical part addresses questions about perceptions of the impact of the IELTS reading preparation on adjustment to the challenges of academia and further academic performance and variances in these perceptions

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Nur Rahma Yuli Rusmita and Restu Santyarini. "Exploring Lexical Demands in the IELTS Reading Test: A Corpus-Based Analysis on the Academic IELTS." Jurnal Penelitian, Pengembangan Pembelajaran dan Teknologi (JP3T) 3, no. 2 (2025): 51–58. https://doi.org/10.61116/jp3t.v3i2.499.

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Acquiring knowledge of vocabulary is essential for learning a second language, since vocabulary serves as the foundation for the language. In the Academic IELTS, one of the most common English proficiency tests, vocabulary is highly crucial to master, especially in reading. This study uses a corpus-based methodology with AntWordProfiler software to analyze 18 IELTS books (Cambridge Practice Tests for IELTS 1996-2023) and identify 246 high-frequency AWL words. Data reduction techniques produce 217 words and filtered into 172 distinct word families. The findings aim to enhance IELTS exam prepara

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Katayev, Salaxiddin Valiqul o'g'li. "IMPORTANCE OF IELTS AMONG YOUNG PEOPLE." Multidisciplinary Journal of Science and Technology 4, no. 4 (2024): 345–47. https://doi.org/10.5281/zenodo.11077798.

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People take IELTS for various reasons — and they usually know what score they need. Some want to get an IELTS Certificate (this is probably the most common reason for taking the exam), while others plan to immigrate to an English speaking country or to work in an area where one needs a good command of English

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Bostič Bishop, Nina. "Model Essay as a Feedback Tool in Task 2 of the IELTS Writing Exam Instruction for Slovene Students." ELOPE: English Language Overseas Perspectives and Enquiries 8, no. 1 (2011): 91–105. http://dx.doi.org/10.4312/elope.8.1.91-105.

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The paper discusses using a model essay as a feedback tool when teaching EFL writing to Slovene EFL students in the context of Task 2 of the IELTS Writing exam. In the present study, four IELTS students of two different levels were asked to write a response to a Task 2 IELTS Writing Exam question and compare it to a native speaker or a native speaker-like model essay by means of note-taking. The notes were then analyzed, and the findings offer an insight into what aspects of the English language Slovene students noticed and how frequently they noticed individual language items. An analysis of

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Maryam, Zahra, Asad Ur Rehman, Ayesha Nawal, Muhammad Shoaib, and Ihtisham Ullah. "Examining the relationship between IELTS preparation and English language proficiency skills of international students." Journal of International Students 15, no. 8 (2025): 95–120. https://doi.org/10.32674/rv7pqq16.

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IELTS is a widely accepted English language proficiency test, required for academic and professional purposes. In this study, we examined the relationship between IELTS and the English proficiency skills of international students. We developed a proximal mediation model based on Bandura's triadic reciprocal determinism theory and tested it using covariance-based structural equation modeling. Data were collected through a survey of 275 international students preparing for IELTS to meet their academic requirements. The students reported that IELTS assessments significantly improved their English

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Khodabakhshzadeh, Hossein, and Reza Zardkanloo. "The Effect of Mock Tests on Iranian EFL learners’ Test Scores." International Journal of Education and Literacy Studies 5, no. 3 (2017): 47. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.47.

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The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015) believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007). Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS) preparation courses on students’ overall IELTS scores. Fifty one IELTS students were selected non-randomly through the quota sampling approach out of 76 students at Mahan Language Institute in Birjand, Iran. These part

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Akram, Nazia, Maqsooda Sadiq, and Jawaria Rehman. "Exploring Gender Based Listening Anxieties in Computer Based IELTS Tests: An In-depth Investigation." Journal of Asian Development Studies 13, no. 1 (2024): 666–74. http://dx.doi.org/10.62345/jads.2024.13.1.55.

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The current study investigates diverse listening anxieties experienced by both genders during the computer-based IELTS listening test. Three key anxieties are examined: cognitive and physical stress, pronunciation and accent challenges, and language and vocabulary knowledge issues. A notable difference in responses between genders is observed, with females exhibiting increased anxiety levels when listening and typing simultaneously. In contrast, males face challenges comprehending different accents within the same audio. Both genders express significant apprehension regarding encountering unkn

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Velasco Tovar, Ender Orlando. "Application of the PEE Model to essay composition in an IELTS preparation class." Colombian Applied Linguistics Journal 17, no. 1 (2015): 98. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.1.a07.

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Based on two case studies, this study investigates the application of the Point, Explanation, Example (PEE) model to essay composition in a multi-lingual IELTS preparation class. This model was incorporated into an eight-week programme of instruction to ESL adults in London, England. Students preparing for the IELTS exam were asked to write pre and post instruction essays on a given topic within 40 minutes. Employing the IELTS band descriptors (IELTS, 2013b) and analyses of coherence and cohesion in line with Systemic Functional Linguistic concepts (Halliday and Matthiessen, 2004; McCarthy, 19

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Ivanova, Rimma, Andrey Ivanov, and Mariya Lyashenko. "A New Training Workshop for Students’ IELTS Exam Mastering." Journal of Language and Education 3, no. 2 (2017): 45–54. http://dx.doi.org/10.17323/2411-7390-2017-3-2-45-54.

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The paper is devoted to the problem of improving written communication skills in the university. It is intended to underline the importance of mastering writing skills when teaching a foreign language. Much attention is paid to teaching experience and approaches for students’ mastering of the IELTS (International English Language Testing System) exam. This article is intended to fill the gaps in methodological and pedagogical aspects of teaching description of visual information materials in English. The authors worked out and implemented a new training workshop which is aimed at teaching and

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Peltekov, Peter. "Investigating the Validity of the IELTS Listening Test." Global Journal of English Language Teaching 2, no. 1 (2022): 9–15. http://dx.doi.org/10.20448/gjelt.v2i1.4128.

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The International English Language Testing System (IELTS) has gained popularity in recent years and it is now accepted by many educational institutions worldwide. While IELTS offers a distinct academic version of the reading and writing test components, it uses the same listening module for the General Training and the Academic exam. The present article explores to what extent the listening subtest in the Academic IELTS test is a useful measure of test-takers listening ability and a predictor of their academic success. This study focusses on the test’s construct validity. A critical review of

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Chen, Jianqiao. "Be a Realistic Walker During the Dark Time: A Mirror Dream." Writing across the University of Alberta 5, no. 1 (2024): 7–10. https://doi.org/10.29173/writingacrossuofa65.

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Jianqiao Chen’s journey into an English-language post-secondary institution began with the International English Language Testing System, otherwise known as the IELTS exam. In this story, written for WRS 101 class, Jianqiao takes the readers on his personal quest as he prepares to take the exam. Part realistic struggles, part dream, the paper shows how hard work, self-reflection and regular practice yield positive results.

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Deb, Prosenjit, Piya Das, and Mahmuda Sultana. "Financial Challenges Faced by IELTS Test-Takers in Sylhet, Bangladesh: An Exploration of Family Support and Assistance." Asian Journal of Education and Social Studies 50, no. 11 (2024): 46–61. http://dx.doi.org/10.9734/ajess/2024/v50i111634.

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This study explores the sources of financial assistance available to IELTS test-takers, the motivating factors for taking the test, and the influence of family background on these decisions. The research has adopted a tabular analysis study design to collect the required data and information about IELTS test-takers. Quantitative techniques were applied to gather the necessary primary data and information. This study also adopted In-depth Interview (IDI), Case Studies, and Document Review techniques. Data were collected in Sylhet through coaching centers and an online Google form between June a

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Tahami, Sepideh, and Gholam Reza Parvizi. "Simultaneous versus Consecutive Movie Narration: An Attempt at Boosting L2 Oral Communication Skills." English Linguistics Research 8, no. 2 (2019): 31. http://dx.doi.org/10.5430/elr.v8n2p31.

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Fluency in one of the most significant components of oral communication, and in the communication era, when it is essential for almost everyone to master speaking skills in foreign languages, especially English, this component needs to be put in the spotlight. Diverse steps have been taken in the world of SLA to promote learners' fluency in L2, yet there is still much to do in this arena. The present study aims at probing the effectiveness of simultaneous movie narrations as a new fluency-booster strategy. To this end, 66 students of IELTS speaking preparation classes in an institute in Tehran

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Liu, Zheng. "The application of production-oriented approach research teaching method in medical academic English course." PLOS ONE 19, no. 2 (2024): e0296249. http://dx.doi.org/10.1371/journal.pone.0296249.

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The purpose of this study is to investigate the efficiency of the production-oriented approach research (POA-R) teaching approach on academic English courses. The six-week study involved thirty-nine postgraduate students from Guilin Medical University studying medical technology. These students were randomly divided into POA-R (19 participants) and non-POA-R (20 participants) groups. The process of study in the POA-R group was divided into three stages, motivating, enabling, and assisting. The instructor gave the class a task at the motivational stage that involved taking the academic IELTS ex

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Tabarak, N. "EXPLORING SPECIFIC INSTRUCTIONAL STRATEGIES THAT PROMOTE STUDENT'S ABILITY TO IDENTIFY KEY, PERSUASIVE, RELEVANT AND STRONG ARGUMENTS TO PROVIDE AN EFFECTIVE RESPONSE TO AN ACADMIC IELTS ESSAY QUESTION." POLISH JOURNAL OF SCIENCE, no. 72 (March 18, 2024): 27–30. https://doi.org/10.5281/zenodo.10835718.

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This action research aimed to investigate the efficacy of employing the Select-Order-Systematize (SOS) method and Triangulation-Degree-Actuality (TDA) system in developing academic writing skills, specifically in addressing IELTS essay questions. The study was conducted in an 11th-grade classroom where students were undergoing intensive preparation for the IELTS exam. Through qualitative and quantitative analyses of student performance and feedback, the research identified educational difficulties and designed a lesson plan targeting the analysis of essay questions and identification of releva

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Damanik, Juli Yanti. "Language learning strategies used by Indonesian learners in IELTS." Studies in English Language and Education 9, no. 1 (2022): 62–77. http://dx.doi.org/10.24815/siele.v9i1.21448.

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This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Stati

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Ginting, Rita Seroja, Ahmad Amin Dalimunte, Muhammad Dalimunte, Eka Yuni Kurniati, and Devika Adelita. "A Critical Review of IELTS Speaking Test." JL3T (Journal of Linguistics, Literature and Language Teaching) 9, no. 2 (2023): 138–55. http://dx.doi.org/10.32505/jl3t.v9i2.7161.

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The present study on content analysis attempts to give detailed examinations of the IELTS Speaking Test. It provides an overview of the aim of tests, as well as their reliability and validity, along with a discussion of language testing during the previous three decades. The merits and limitations of the IELTS Speaking Test were investigated, with an emphasis placed on exam scenarios. Validity, reliability, and application served as the evaluation criteria for this study. The IELTS speaking test is accurate and reliable in general; however, there are a few contentious aspects that may have an

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Lewthwaite, Malcolm David. "Teacher and Student Attitudes to IELTS Writing Tasks: Positive or Negative Washback?" Learning and Teaching in Higher Education: Gulf Perspectives 4, no. 2 (2007): 11–30. http://dx.doi.org/10.18538/lthe.v4.n2.06.

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The International English Language Teaching System (IELTS) examination in Academic English includes two writing tasks: summarizing information from a graph or chart, and writing a short essay to support a position on an issue of opinion. The aim of this small-scale exploratory survey was to find out from teachers and students their attitudes towards the usefulness of, and preparation for, the two IELTS writing tasks. ‘Usefulness’ and ‘impact/washback’ are components of test validity, thus eliciting responses (via questionnaires) from 2 major stakeholders (teachers n=17, students n=36) in this

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Eshtehardi, Reza. "Needs Analysis and Course Design; A Framework for Designing Exam Courses." International Journal of Applied Linguistics and English Literature 6, no. 6 (2017): 274. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.274.

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This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System) exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, w

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Pavlovskaya, Galina, and Anastasia Lord. "The Influence of Students’ Sociocultural Background on the IELTS Speaking Test Preparation Process." Journal of Language and Education 4, no. 3 (2018): 69–76. http://dx.doi.org/10.17323/2411-7390-2018-4-3-69-76.

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The article is aimed at highlighting the sociocultural factors a teacher/IELTS instructor should consider preparing Russian students for the IELTS exam. The main focus of the study was on four speech functions most frequently used in the IELTS Speaking Test: explaining and paraphrasing, expressing personal opinion, providing personal information, and summarizing. The study aims to question the assumption that the problems arising in the use of these speech functions are provoked by the students’ low language level and to investigate if there are any sociocultural issues connected with the use

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Baddane, Khadija, and Abdelghanie Ennam. "Contextualization Strategies and Reading Comprehension: An Investigation among IELTS Test-Takers." International Journal of Linguistics, Literature and Translation 6, no. 11 (2023): 148–56. http://dx.doi.org/10.32996/ijllt.2023.6.11.19.

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Contextualized Teaching and Learning (CTL) is known to have a great impact on the students’ academic performance. It promotes positive learners’ engagement and improves learning skills among learners. Berns and Ericson (cited in Center for Student, Research and Planning Group, & Academic Senate for California, 2009) define contextualization as the notion in teaching and learning which relates the lesson or the content of a subject matter into a real-world setting. The study aims to find out and evaluate the reading skills and comprehension performance of the IELTS test-takers and the effec

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Velikaya, Elena. "New approaches to teacher development in an EAP context." Journal of Language and Education 1, no. 1 (2015): 38–44. http://dx.doi.org/10.17323/2411-7390-2015-1-1-38-44.

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Professional development is an important part of teachers’ professional lives. It involves improvement of individual skills, personal performance, chances of obtaining a good job, and career advancement. The article reports on teacher professional development of English language teachers. It, first, explains the need for teacher training seminars and an increased demand for new IELTS exam teaching skills based on a study conducted by the author; then it outlines standards for English teachers and, finally, it looks at various areas of teacher development at the tertiary level, such as teaching

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Gavrilova, Anna V., and Nina V. Popova. "Modernization of the elective course content of the Master’s Degree programme for linguists “Teaching Methods in the Format of International Exams”." Tambov University Review. Series: Humanities, no. 188 (2020): 53–70. http://dx.doi.org/10.20310/1810-0201-2020-25-188-53-70.

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We discuss the existing programme of the elective discipline “Teaching Methods in the Format of International Exams” for Master’s Degree linguist student of pedagogical profile, which presents familiarization of students to the formats of ten international exams. In the process of modernizing the program, it was decided to focus only on the formats of tasks for the TOEFL, IELTS and CAE exams, which complement the content of the main course for Master’s Degree students of pedagogical profile “Theory and Methods of Foreign Languages Teaching” in the lin-guodidactic aspect. The selected tasks are

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Anuarbekova, Aigerim, and Mehmet Ali Yaylacı. "Challenges Faced by High School Students in Preparing for the English Exam at UNT in Kazakhstan." Педагогика и Методы Обучения 71, no. 2 (2025): 80–87. https://doi.org/10.47344/hba9mx84.

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This study examines some primary challenges faced by 11th-grade students at Dostyq School in Kazakhstan as they get ready for the English section of the Unified National Testing (UNT). From semi-structured interviews of 15 students, a few themes that recurred came about. Participants reported many difficulties with vocabulary acquisition, reading comprehension, and grammar, which they identified as definite barriers to achieving high scores. Exam-related stress was also of important concern, with many students expressing feelings of anxiety and pressure leading up to the test. Some students co

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Ortiqova, Durdona Nafiddin qizi, Ruxsora Matyoqubovna Pirmurodova, and Zilola Yoqubjon qizi Abduraxmanova. "SPECIFIC FEATURES OF SOME TIPS AND STRATEGIES OF IELTS READING." JOURNAL OF INNOVATIONS IN SCIENTIFIC AND EDUCATIONAL RESEARCH 6, no. 4 (2023): 383–87. https://doi.org/10.5281/zenodo.7882955.

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<em>This article gives information about several strategies and tips such as Primary skills needed, Searching and underlining key words Looking for synonyms and parallel expressions, Skimming (reading the text very quickly), Scanning (looking for something without reading) Reading for specific information which can be helpful for candidates for taking higher band   score in READING section in ACADEMIC IELTS exam. In  this article, candidates can learn the types of questions like matching headings, multiple-choice, true, false ,not given and yes, no, not given questions. Also, we

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Le, Christopher, and Tauheed Khan Mohd. "A Comparative Study of Text Comprehension in IELTS Reading Exam using GPT-3." International Journal of Computer Science and Information Technology 16, no. 1 (2024): 45–52. http://dx.doi.org/10.5121/ijcsit.2024.16104.

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This paper discusses the capabilities and limitations of GPT-3 (0), a state-of-the-art language model, in the context of text understanding. We begin by describing the architecture and training process of GPT-3, and provide an overview of its impressive performance across a wide range of natural language processing tasks, such as language translation, question-answering, and text completion. Throughout this research project, a summarizing tool was also created to help us retrieve content from any types of document, specifically IELTS (0) Reading Test data in this project. We also aimed to impr

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Of journal "Morphologia", Editorial office. "IELTS Academic Study Guide 2020-2021: IELTS Academic Exam Prep Book with Audio and Practice Test Questions for the International English Language Testing System Exam Author(s): Trivium English Exam Prep Team Publication Date: 25 Nov 2019." Morphologia 14, no. 2 (2020): 67. http://dx.doi.org/10.26641/1997-9665.2020.2.67.

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Gitsaki, Christina, Matthew A. Robby, and Ahmad Bourini. "Preparing Emirati students to meet the English language requirements for higher education: a pilot study." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 2/3 (2014): 167–84. http://dx.doi.org/10.1108/ebs-10-2013-0037.

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Purpose – The purpose of this paper is to report on an applied research project that was conceived in response to the low number of Emirati high school graduates entering directly into undergraduate programmes in higher education institutions mainly due to lack of adequate academic English proficiency. Performing well in international standardised testing such as the International English Language Testing System (IELTS) is of primary importance in preparing non-English speaking learners for higher education delivered through the medium of English. Design/methodology/approach – Three hundred ni

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Idrissi, Oumaima. "Anxiety as a Psychological Barrier to Students’ Speaking Fluency: IELTS as a Case Study." International Journal of Linguistics, Literature and Translation 5, no. 12 (2022): 111–20. http://dx.doi.org/10.32996/ijllt.2022.5.12.14.

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This study investigates the correlation between Foreign language anxiety and speaking fluency among IELTS test-takers at an X English Language centre in Morocco. The main objective of this paper was to examine whether there is a link between Foreign Language Anxiety (the independent variable) and English-Speaking fluency (the dependent variable). To verify whether there is an association between the two variables under investigation, to test the hypothesis, and answer the research question, two tests were used as research instruments. Students were asked to fill in a Foreign language anxiety q

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Hilda, Freimuth. "A PERSISTENT SOURCE OF DISQUIET' 28: AN INVESTIGATION OF THE CULTURAL CAPITAL ON THE IELTS EXAM." International Journal of Education (IJE), Vol. 1, No. 1, December 2013 1, no. 1 (2019): 01–18. https://doi.org/10.5281/zenodo.3339205.

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This paper discusses the findings of a cultural content analysis conducted on the reading component of twenty IELTS exams. A total of sixty reading passages were examined for cultural capital. The study found that, on average, one reading test contained fourteen cultural references in terms of a variety of cultural elements including cultural objects and historical settings. Geographically speaking, the readings referred to 139 places or regions around the world with only five references pertaining to the Middle East and none to the United Arab Emirates where this study was conducted.

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Li, Yan. "Effectiveness Analysis of IELTS and HSK Test Based on SVM in the Development of English Writing Ability." International Journal of Cognitive Informatics and Natural Intelligence 18, no. 1 (2024): 1–15. http://dx.doi.org/10.4018/ijcini.346227.

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As China develops and grows, there are an increasing number of Chinese language learners worldwide, and Chinese learners are becoming more and more interested in the Chinese Proficiency Test (HSK). The Chinese Proficiency Test (HSK) is also continuously evolving and improving. After more than 20 years of development, it has gradually been recognized by Chinese language learners at home and abroad. However, due to the short launch time, the existence of deficiencies is inevitable. But the IELTS exam was introduced in China in 1987 and has since amassed a wealth of knowledge and practice. Its fr

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Rossikhina, O. G., N. V. Chernushkina, and P. V. Ermakova. "REFLECTIONS ON ACHIEVEMENTS AND SHORTCOMINGS IN THE IELTS EXAM IN A TECHNICAL UNIVERSITY OVER AN EIGHT-YEAR PERIOD." Bulletin of the South Ural State University series "Education. Educational Sciences" 15, no. 2 (2023): 29–41. http://dx.doi.org/10.14529/ped230203.

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Narayanan, Radhika, and Priya Mathew. "Teaching International English Language Testing System (IELTS) Academic Writing and Exam Strategies Online to Develop Omani Students’ Writing Proficiency." Arab World English Journal, no. 2 (January 15, 2021): 49–63. http://dx.doi.org/10.24093/awej/mec2.4.

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The restrictions imposed by the COVID 19 pandemic have forced educators and students worldwide to adapt to online learning. Language teaching in L2 contexts also had to shift to the online mode without compromising the quality of teaching and learning. This paper examines the perceptions as well as the performance of the participants involved in the online International English Language Testing System (IELTS) course offered by Middle East College, Muscat, Oman via MS Teams, an online teaching platform. Most IELTS courses offered online focus on the improvement of exam techniques; however, the

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Liashenko, Maria, and Murat Öztok. "The acceptance of a wiki site as a learning platform in English exam training." Networked Learning Conference 12 (August 16, 2024): 26–29. http://dx.doi.org/10.54337/nlc.v12.8629.

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The development of computer mediated technologies facilitated the paradigm shift in the culture of working and learning. Due to these changes, language education is also going through the development beyond the communicative approach to more complex and dynamic action-oriented approaches. There arises a necessity to explore how language teaching and learning, which are guided by new strategies, can be mediated through technology. This research proposes the deployment of a wiki site as a “learning platform” the design of which is underpinned by the principles of networked learning (NL). A wiki-

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Fang, Liuqin, Qing Ma, and Jiahao Yan. "The effectiveness of corpus-based training on collocation use in L2 writing for Chinese senior secondary school students." Journal of China Computer-Assisted Language Learning 1, no. 1 (2021): 80–109. http://dx.doi.org/10.1515/jccall-2021-2004.

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Abstract Corpus tools are known to be effective in helping L2 learners improve their writing, especially regarding their use of words. Most corpus-based L2 writing research has focused on university students while little attention has been paid to secondary school L2 students. This study investigated whether senior secondary school students in China, upon receiving corpus-based training under the framework of data-driven learning (DDL), could improve their vocabulary use, especially the use of collocations, in their writing for the International English Language Testing System (IELTS) test. Tw

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Hamidi, Hadi, Danial Babajani Azizi, and Mohammad Kazemian. "The Effect of Direct Oral Corrective Feedback on Motivation to Speak and Speaking Accuracy of EFL Learners." Education & Self Development 17, no. 3 (2022): 50–63. http://dx.doi.org/10.26907/esd.17.3.05.

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Considering the significance of corrective feedback to improve language learners’ speaking performance, the current study aimed to examine the impact of direct oral corrective feedback on speaking accuracy and motivation to speak of Iranian EFL learners. To this end, 46 EFL learners who were preparing themselves for the IELTS exam, both male and female, were invited to participate in this study. Having homogenized the participants through the Oxford Placement Test, the researchers divided them into one experimental and one control group. As to the pretest, a valid IELTS speaking test and a mot

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Biria, Reza, Sayed Mirhossein Hosseini Pozveh, and Bahar Rajabi. "Improving Oral Fluency of EFL Students with Different Proficiency Levels through Explicit Instruction of Face Threatening Strategies." Theory and Practice in Language Studies 7, no. 10 (2017): 933. http://dx.doi.org/10.17507/tpls.0710.16.

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Meaning and interaction are the essential parts of socialization process in which the interlocutors try to mitigate and control the negative impact of face threatening acts. As such, the main objective of the present study was to determine whether explicit instruction of FTA strategies could lead to the improvement of EFL students’ oral fluency with different proficiency levels. To achieve this end, from the targeted population of 350 undergraduate students majoring in English translation at Isfahan (Khorasgan) Islamic Azad University, a sample of 100 intermediate and advanced students, 50 eac

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Li, Yingyang, Jinming Liang, Zirui Zhao, and Kexin Li. "Unveiling the Overlooked Negative Effects that are Spawned by Cognitive Ability on L2 Learning: Bridging the Research Gap." English Language Teaching and Linguistics Studies 6, no. 4 (2024): p1. http://dx.doi.org/10.22158/eltls.v6n4p1.

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Although cognitive ability is essential to second language acquisition (SLA), there can be major obstacles associated with it. This study looks into how cognitive ability affects Chinese adults preparing for the IELTS exam by having them learn English. We discovered via a number of experiments (62 Chinese students took part in) that adult learners frequently rely on well-known language systems, which can result in inefficiency and lower-quality language output. These results point to a possible detrimental relationship between cognitive ability and SLA, especially in adults who have passed the

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Ananda, Ririn Putra, Safnil Arsyad, and I. Wayan Dharmayana. "ARGUMENTATIVE FEATURES OF INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) ESSAYS: A RHETORICAL ANALYSIS ON SUCCESSFUL EXAM ESSAYS." International Journal of Language Education 2, no. 1 (2018): 1. http://dx.doi.org/10.26858/ijole.v2i1.4768.

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Bessonova, E. V., I. K. Kirillova, and YU A. Tarabarina. "PREPARATION TECHNIQUE FOR WRITING ESSAYS AT INTERNATIONAL EXAMS IN ENGLISH." Vestnik Orenburgskogo gosudarstvennogo universiteta 224 (2020): 72–79. http://dx.doi.org/10.25198/1814-6457-224-72.

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Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, w

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