Relevant bibliographies by topics / IELTS speaking test

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'IELTS speaking test'

Author: Grafiati
Published: 20 February 2023

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Journal articles on the topic "IELTS speaking test"

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Li, Jingyi. "An Evaluation of IELTS Speaking Test." OALib 06, no. 12 (2019): 1–17. http://dx.doi.org/10.4236/oalib.1105935.

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Luu, Quy Khuong, and Ngoc Bao Trang Luu. "Learning Strategies of ELT Students for IELTS Test Preparation to Meet English Learning Outcomes." International Journal of TESOL & Education 2, no. 3 (2022): 308–23. http://dx.doi.org/10.54855/ijte.222321.

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The present research aimed to examine the learning strategies for the IELTS test preparation to meet the English learning outcomes (ELOs) used by students majoring in English Language Teaching (ELT) in Vietnamese universities, especially at the University of Foreign Language Studies – the University of Da Nang (UFLS-UD) and provided solutions to improve their IELTS test preparation efficiency. Data were collected from the questionnaires completed by 120 English language teaching (ELT) students, the in-depth interviews with 10 student informants, 5 experts in English teaching, and 10 students who have taken the IETLS test to meet the ELOs. The findings showed that most student informants chose the IELTS test to meet the ELOs requirements and did some preparation for the test. Regarding the learning strategies, practicing English pronunciation and communication skills were used for speaking, listening to the audio, watching English videos for listening, reading the IELTS writing samples, and learning grammar for writing. To overcome problems faced by informants, some suggested solutions were proposed, such as employing self-study strategies, practicing the IELTS sample test, attending IELTS courses, sitting for the IELTS mocks, and finding support from lecturers.
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Issitt, S. "Improving scores on the IELTS speaking test." ELT Journal 62, no. 2 (2006): 131–38. http://dx.doi.org/10.1093/elt/ccl055.

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Hartono, Dang Arif. "Investigating the Relationship between Test-Taking Anxiety and Test-Takers’ Performance on the IELTS Test." Script Journal: Journal of Linguistic and English Teaching 4, no. 1 (2019): 1. http://dx.doi.org/10.24903/sj.v4i1.282.

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Although there is a growing body of research indicating that anxiety relates to foreign language learning, the correlation between anxiety and learners’ performance on a high-stakes testing context has not been fully explored. To date, studies investigating the relationship between test-taking anxiety and test-takers’ performance are not only limited in number, but also partial in nature as most of them only looked at one aspect of test-takers performance, i.e. listening, speaking, or writing performance only. This study is aimed at investigating the relationship between test-taking anxiety and test-takers’ performance with a holistic view, taking into account the test-takers’ performance on the listening, reading, speaking, and writing modules of the International English Language Testing System (IELTS™) test. The participants in this study were 15 government officials taking an IELTS test preparation program. Two instruments were utilized in this study: (1) a set of test-taking anxiety questionnaire items to measure the level of anxiety and, (2) the official IELTS™ test to measure test-takers’ performance. The results indicated that there was a weak to moderate correlation between test-taking anxiety and the test-takers’ performance across different modules of the IELTS test. These results corroborate the findings from previous studies.
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Aridasarie, Zwesty, and Sri Endah Tabiati. "Behind a spoken discourse: Idiomatic expressions in IELTS speaking test." ELT Forum: Journal of English Language Teaching 11, no. 3 (2022): 169–78. http://dx.doi.org/10.15294/elt.v11i3.57604.

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The performance of a wider range of vocabulary mastery in IELTS speaking test is imperative to escalate the band score achievement. The present study sought to investigate the teaching of idioms in an IELTS preparation program with regards to the kinds of idioms taught in the class, how the students used them during the mock post test, and whether the use of idioms interfere with the grammatical accuracy. The study was in urgency to be conducted with regards to the absence of the teaching of idioms for IELTS at least in the past five years. The data were collected from the recorded speaking performance of five students at intermediate level of English, in both mock pretest and post test to see if there were some alterations in the predicted test score and a deep interview with one candidate to have strengthen the arguments. The results showed significant differences in the students’ performance of speaking in pretest and after they were taught idioms despite some less accurate grammar in the sentence productions. The findings of the study can have potential pedagocical implications for teachers of IELTS preparation classes to incorporate the teaching of idioms in either speaking or vocabulary lessons.
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Kong, Xiangmin. "Analyzing the Regular Grammar Mistakes of Chinese Students While Assessing Speaking During an IELTS Speaking Test." Proceedings of the AsiaCALL International Conference 1 (October 28, 2022): 1–22. http://dx.doi.org/10.54855/paic.2211.

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This research was done to determine the validity and dependability of the IELTS speaking test questions received by the four Chinese applicants, as well as the total number of grammatical errors committed by the four candidates and the frequency with which each error occurred. The research included a reasonably in-depth examination of the grammatical errors made by four Chinese IELTS test participants. Although the study did not address all components of speaking errors, more research might be undertaken on the remaining areas.
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Baskaran, Shasthrika, Mohammad Nor Afandi Bin Ibrahim, Isai Amutan Krishnan, et al. "An Analysis of Sentence-Like Utterances of IELTS Mock Speaking Test Scripts." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 5 (2021): 131–45. http://dx.doi.org/10.47405/mjssh.v6i5.801.

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The present study examines non-Malaysian candidates’ performance in an IELTS mock speaking test with regards to their use of different types of sentence structure utterances. Audio recorded data was obtained from eight students of three different levels of proficiency, namely; foundation, intermediate and advanced, in which thereafter an analysis was carried out using Radford (1990; 1997) sentence types. A semi-structured interview was also employed to gauge the candidates’ opinions on answering the test questions as well the interlocutor’s views on the candidates’ performance. The test was conducted by an IELTS trained interlocutor. It was found that most candidates were able to understand the questions, their responses were mainly simple sentence utterances indicated by many disjointed and choppy ideas. The semi-structured interview answers show that most candidates’ high level of nervousness and anxiety caused them not to be able to speak fluently, and as a result, their ideas were expressed in simple sentence structures that lacked logical coordination. It is hoped that the findings of the present study would help the current IETLS course module developers to integrate lessons on the different types of sentence structures in training test candidates to express complete and complex structured responses.
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Stones, T. P. "Transcription and the IELTS speaking test: facilitating development." ELT Journal 67, no. 1 (2012): 20–30. http://dx.doi.org/10.1093/elt/ccs051.

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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 of the above-mentioned speech functions influencing students’ performance during the IELTS Speaking Test. The study was conducted among first-year students at the Higher School of Economics (HSE) in the Faculty of Computer Science. To see the problem from a different perspective, the study involved not only the first-year students who seem to struggle with the speech functions but also their English teachers who can provide trustworthy first-hand information on the problems the students frequently face. The results of the study demonstrate that the cause of problems students encounter using the speech functions should not be attributed only to their language knowledge, as do the majority of interviewed teachers. The way students tend to explain, paraphrase, summarize, express their opinion and provide personal information is culturally defined which influences students’ ability to perform these functions effectively. To help Russian students avoid sociocultural problems preparing for the IELTS Speaking Test, a teacher/IELTS instructor should aim to increase students’ sociocultural awareness of the pitfalls in the use of the essential speech functions and sociocultural competence in a foreign language.
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Chen, Yuyue, and Xuefeng Wu. "Validation of the Results of Linking Speaking Test of IELTS to China’s Standards of English Language Ability." English Language Teaching 15, no. 7 (2022): 75. http://dx.doi.org/10.5539/elt.v15n7p75.

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This study, taking into consideration of teachers’ as well as students’ judgments, explored the generalizability and consistency of the results of linking speaking test of IELTS to China’s Standards of English Language Ability (CSE). Nine college English teachers and 81 undergraduate students judged the degree of congruence between the IELTS speaking test and 72 relevant CSE descriptors to generate evidence of generalizability; 2 teachers judged the CSE levels of 11 videos of IELTS speaking test and 113 students assessed themselves based on the self-assessment scale, to provide data for exploring consistency from three perspectives: consistency of teachers’ judgments, consistency between teachers’ judgments and empirical scores, and consistency between students’ actual ability and the ability demonstrated in the self-assessment scale. The evidence showed that the linking results performed well both in generalizability and consistency from the perspective of both teachers and students, but students rated comparatively low than teachers both in the two facets. However, considering that certain descriptors are relatively abstract and separate from daily life situations in IELTS speaking test, it is understandable that students rate low in generalizability; and considering students' insufficient self-assessment ability, their relative low recognition in consistency also get explained. In general, therefore, the linking results show good generalizability and consistency. 
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Dissertations / Theses on the topic "IELTS speaking test"

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Kawabata, Desiree M. "Clarifying the Notion of Coherence in Standardised Oral Proficiency Tests using Systemic-Functional Linguistics." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/396151.

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Coherence is a construct used in assessing the speaking proficiency of test-takers whose first language is not English in many high-stakes oral proficiency (OP) tests. The speaking section of many OP tests are conducted in the form of a language proficiency interview and often include a monologue section with some given planning time. Coherence is commonly assessed in these tests in combination with other constructs such as fluency. Descriptors tend to be vague in how coherence is defined; this, combined with overlaps with other constructs when rating, raises issues with rating scale validity. Since coherence lacks a universal definition, it is vital to define what contributes to coherence in the unique context of monologues in language proficiency interviews in order to develop a valid and reliable rating scale. Systemic-functional linguistics (SFL) describes how language is used to make meaning in different contexts, and how the producers of a text – in this case, speakers - make language choices to express themselves in these contexts. SFL is an appropriate framework for analysing test-taker responses in oral proficiency monologues as the focus on choice in different contexts implies test-takers have considered how their lexico-grammatical and thematic choices allow them to clearly communicate their experiences with, and knowledge of, a given subject. This study analysed 13 samples of part two of the IELTS speaking test - the short monologue - using the SFL tools of clause complex analysis, Theme and thematic progression, and lexical cohesion analysis. These aspects were considered the most likely to contribute to a coherent response and topic development, which are two concepts valued in the current IELTS rating scale. Results that indicated higher coherence were integrated into an alternate rating scale for coherence and subsequently tested on raters. Many of the results of the above analyses were in clear contrast to currently used scale descriptors and clearly show the need for these scales to be revised in order to ensure validity in these tests. In some cases, the findings uncovered unexpected implications for other commonly used scale constructs, and these should be investigated in future studies. The main findings relating to coherence as an independent rating scale category were included in a new scale for coherence in short monologues as part of an OP test. The rating scale was developed according to Galaczi et al.’s (2011) multiple methods approach which includes a combination of performance data (IELTS samples), expert consultation, and quantitative and qualitative analysis. Subsequent scale versions were discussed with a focus group to provide expert evaluation, and revisions were made to develop the fourth version of the scale, which was trialled. 10 raters were chosen from various language testing, specialist, and general English as an Additional Language (EAL) teaching backgrounds to trial the new scale. A brief training session was conducted, and any unclear wording was explained. The rater interviews consisted of discussing the raters’ current views on coherence, listening to the 13 samples provided and assigning a score, and providing immediate feedback on the usability of the scale in a testing situation. After the interviews were completed, Cronbach’s alpha was used to measure the inter-rater reliability of the scores given and the results showed very high internal reliability at a = 0.95. The qualitative feedback regarding the usability of the scale was excellent with raters considering the scale very easy to apply. Certain elements such as the deliberate use of repetition and the use of implicit conjunction by speakers were especially highly regarded; many of the raters had not considered these aspects before, and through the application of the scale to the samples, could see how these resources contributed to coherence. Despite the small scale of this study, the results show that SFL has potential for clarifying the notion of coherence in OP tests, mitigating issues with band descriptor overlaps, and understanding the role of cohesion in these contexts. This understanding may lead to more valid assessment in language proficiency interviews and have wider implications for test developers, decisions made based on proficiency test results, and the promotion of SFL as a useful tool for language assessment in various contexts.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Thompson, Christiani Pinheiro. "Preliminary study of the role of eye contact, gestures, and smiles produced by Chinese-as-a-first-language test-takers on ratings assigned by English-as-a-first-language examiners during IELTS speaking tests." Thesis, 2016. http://hdl.handle.net/1828/7724.

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This study investigated the role of gestures, smiles, and eye contact on scores assigned to English-as-an-additional-language (EAL) speakers during standardized face-to-face speaking tests. Four English-as-a-first-language examiners and four EAL test-takers participated in simulated IELTS Speaking Tests. Qualitatively, an inductive thematic analysis was conducted. Quantitatively, scores were holistically (overall scores assigned) and analytically (by criterion). Nonverbal cues were examined by the total number of cues produced by all test-takers, the frequency of production by test-taker, the frequency of production of subcategories of nonverbal cues by test-taker, and by production alongside speech or in isolation. Mimicry of nonverbal cues generated by test-takers was investigated. Test-takers’ lexical range was also analyzed vis-à-vis the scores assigned to the criterion lexical resource. Conclusions drawn from the triangulation of data sources indicate that nonverbal cues may have played a role in the assessment of the criteria fluency and coherence and pronunciation. This study adds to the current body of literature on second language assessment, which has suggested that variables other than language proficiency may play a role in scores assigned to test-takers during face-to-face speaking tests.
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Books on the topic "IELTS speaking test"

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Gibson, Carol. IELTS practice now: Practice in listening, reading, writing and speaking for the IELTS test. CALUSA, 1996.

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Ya si kao shi kou yu: Speaking skills for the IELTS test. Shanghai da xue chu ban she, 2001.

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Cameron, Penny. Prepare for IELTS.: Practice test for listening, reading, writing and speaking in the test of the International English Language Testing System. Insearch Language Centre and International Programmes, University of Technology, 1996.

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Shi tian tu po ya si kou yu: Jian 11 ban = Pat's ten-day step-by-step guide to the speaking test. 6th ed. Ji xie gong ye chu ban she, 2016.

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Shi tian tu po ya si kou yu: Jian 12 ban = Pat's ten-day step-by-step guide to the speaking test. 7th ed. Ji xie gong ye chu ban she, 2017.

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Speaking Test Preparation Pack For Ielts. Cambridge University Press, 2010.

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Bolen, Jackie. Phrasal Verbs for the IELTS Speaking Test, Band 7-8+: Master IELTS Speaking Vocabulary. Independently Published, 2021.

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Harrison, Luke. Ielts Test over the World - Speaking and Writing. Lulu Press, Inc., 2015.

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Pitts, William. Ielts Speaking Test Mastery: 151 Tips and Examples on What to Say to Succeed on the IELTS Speaking Test. Independently Published, 2016.

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IELTS Test Prep 2020: A Complete Guide to Ielts Reading, Writing and Speaking. Independently Published, 2020.

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Book chapters on the topic "IELTS speaking test"

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"The application of communicative approach in English teaching based on the IELTS speaking test." In Management, Information and Educational Engineering. CRC Press, 2015. http://dx.doi.org/10.1201/b18558-196.

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Huang, Guoyuhui. "Uncovering the role of learning ecology in explaining students’ engagement in informal L2 learning activities in digital online environments." In Proceedings of the XXIst International CALL Research Conference. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-7.

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Productive vocabulary refers to retrieving and applying the words in speaking and writing. It forms the basis for EFL (English as a Foreign Language) learners to express themselves accurately and fluently. Recent years have witnessed a growth of publications examining the effects of the Involvement Load Hypothesis (ILH) on productive vocabulary performance, although with somewhat mixed results. The present study explored whether ‘repetition’ could complement the ILH in improving EFL learning of productive vocabulary. Correspondingly, two WeChat Applets (Applet 1.0 and Applet 2.0) were designed to help Chinese EFL learners apply productive vocabularies in the IELTS (International English Language Testing System) examination. Applet 1.0 was chiefly developed based on the ILH. Applet 2.0 was developed based on ILH with the additional support of repetitive reading activities. Specifically, learners studied with Applet 1.0 merely encountered each target item once. By contrast, learners studied with Applet 2.0 would meet each required vocabulary eight times. Fifty Chinese college students, divided into a control group (CG, n = 26) and an experimental group (EG, n = 24), participated in the present study. Both groups were asked to write a composition every week while learning with different applets (CG learned with 1.0 and EG studied with 2.0). Three paragraph writing tests, namely pre-test, post-test and delayed-test were administered to assess their productive vocabulary proficiency. We found the EG significantly outperformed the CG in terms of the post-test and delayed-test. Therefore, it was concluded that repetition and ILH were indeed compatible, which could result in better productive vocabulary acquisition.
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Conference papers on the topic "IELTS speaking test"

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Muñoz Alcón, Ana Isabel, and Francisco Trullén Galve. "Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12929.

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Learning a foreign language involves the practice and development of linguistic competencies through a series of communicative activities. Assessing each of these competencies face to face can provide an accurate profile of the student’s level of language proficiency. But assessing them online, particularly oral skill, poses a challenge for both students and professors. The change of scenario and use of digital tools may intimidate students and deprive the interview from naturality and warmth. In this paper, the suitability of Blackboard Collaborate as Learning Management System to assess English speaking skill is studied together with other factors influencing students’ online performance. 81 students from 5 different undergraduate programs in Engineering and Applied Sciences were assessed, following the threefold pattern of IELTS speaking test questions. Their results and responses to a final survey are contrasted so as to check the positive of negative effect of online testing on the students’ state of mind and eventual achievement. Blackboard platform proves to be as a suitable online framework for optimal performance, and the examiner’s attitude is equally a conditioning factor in students’success.
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"Deep Learning Approach for Identifying Emotions in IELTS Speaking Tests." In 2019 the 9th International Workshop on Computer Science and Engineering. WCSE, 2019. http://dx.doi.org/10.18178/wcse.2019.06.040.

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