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"

1

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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2

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 w
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3

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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4

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 an
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5

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 pe
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6

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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7

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 co
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8

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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9

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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10

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 sca
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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.
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2

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
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Books on the topic "IELTS speaking test"

1

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

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2

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

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3

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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4

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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5

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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6

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

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7

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

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8

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

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9

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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10

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"

1

"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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2

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"

1

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 Engl
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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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