Academic literature on the topic 'International English Language Testing System (IELTS)'

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Journal articles on the topic "International English Language Testing System (IELTS)"

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Suss, Michael. "Examining the Reliability of the International English Language Testing System Design." Bulletin of Advanced English Studies 8, no. 2 (2023): 72–92. http://dx.doi.org/10.31559/baes2023.8.2.4.

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Background: Despite the evolution of the International English Language Testing System (IELTS) to accommodate the evolving needs of test-takers and institutions, concerns have been raised regarding its reliability in assessing English language proficiency. Purpose: This study aimed to investigate the reliability of the International English Language Testing System (IELTS) design as a measure of English language proficiency. Methodology: To explore this issue, the research reviewed relevant literature and employed various methods, including frequency analyses, data analytics, and machine learning algorithms based on mathematical principles. Unlike previous studies, this work analysed a dataset of 33,505 authentic band scores, allowing for a comprehensive examination of IELTS test score patterns. Findings: The findings revealed that the concept of reliability is complex, and the statistical methods used by IELTS test providers, based on classical test theory, may provide approximate rather than precise scores. Relying solely on the reputation and authority of the IELTS test is insufficient to establish its reliability, as it involves logical fallacies and arguments from authority. Research implications: It is necessary to conduct further independent research to ensure the IELTS test's reliability and address the concerns expressed by researchers and test-takers.
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Peltekov, Peter. "The International English Language Testing System (IELTS): A Critical Review." Journal of English Language Teaching and Linguistics 6, no. 2 (2021): 395. http://dx.doi.org/10.21462/jeltl.v6i2.581.

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<em>Considering the increasing popularity of the International English Language Testing System (IELTS), the present article provides a succinct description and critique of the test. As with any high-stakes assessment, educational institutions need to carefully examine all aspects of a given assessment tool before applying it in practice. Green’s (2014) framework for the evaluation of second language assessment tools was applied to the analysis of the IELTS test. The present review demonstrated that there are many ways in which the IELTS test can be improved (e.g., increasing the authenticity of the listening modules and reducing the role of construct irrelevant skills). While it is far from flawless and not the only option, IELTS continues to be one of the most popular international tests of English language proficiency. Clearly, the test is an important gate-keeping measure and an incentive for millions of non-native speakers to improve their English language skills. As we know, the beneficial consequences of a given assessment system are on the top of the hierarchy of effective assessment characteristics (Green, 2014), and IELTS seems to achieve its purpose. However, it is hoped that the present critical review is a valuable contribution to the ongoing validation and improvement of the test. At the very least, it is hoped that it would help assessment stakeholders to better understand the structure of the test and to reflect on its usefulness in a more informed and objective way.</em>
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Riswandi, Diki, and Didik Tri Wahyudi. "Can We Find the Washback Effects of International English Language Testing System on IELTS Learners?" LEKSIKA 12, no. 1 (2018): 15. http://dx.doi.org/10.30595/lks.v12i1.2192.

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IELTS test nowadays becomes one of the most important thing to get for those especially who want to continue their study in English speaking country especially UK or Australia. Because of the important roles of this standardized tests, it effects on students’ lives around the world. This study is conducted to find out the IELTS test influence on learners preparing for a test on learning and teaching outcomes and an obvious path for IELTS teachers in order to modify their methods and strategy of teaching. Therefore, the present study has tried to investigate whether IELTS preparation classes have any influence on the learning processes and the achievement of students in such an examination. To obtain the data, the writers used library research. A qualitative analysis was employed by identifying and classifying the finding of previous research of washback effects of the IELTS test toward the learners. It was found that there are positive and negative washback effects of IELTS test toward the learners.
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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 organization and requirements, exam question types and content, and discuss the summary and inspiration for Chinese exams and education. The research results indicate that some testing concepts and methods in the IELTS exam are worth learning from in Chinese education. English language tests in China can also refer to its advantages to reform and optimize its own examination and education models, making the domestic examination system and education model more suitable for Chinese students. Practice has also proven that in some regions where the IELTS exam has been implemented, the education system has also been positively affected, and the educational effectiveness of students has also been significantly improved.
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Ghaemi, Hamed, and Hamid Kargozari. "An Investigation into the Elements of the International English Language Testing System: Instructors' Success." Journal of Teacher Education for Sustainability 13, no. 1 (2011): 84–98. http://dx.doi.org/10.2478/v10099-011-0007-z.

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An Investigation into the Elements of the International English Language Testing System: Instructors' SuccessEducating for a more sustainable future in its broadest sense includes improving quality basic education, reorienting education to address sustainability, improving public awareness and providing training to many sectors of society. In order to reorient teacher education to address sustainability, we need to examine the major tenets of sustainable development and apply them to education and teacher education. This study reports on an exploratory study into the distinctive characteristics of International English Language Testing System (IELTS) instructors. Six IELTS instruction institutes in Iran were selected. Totally, there were 122 students studying IELTS, distributed in 18 classes available in these institutes, and 15 teachers were teaching IELTS preparation courses there. All 18 classes were videotaped to be used and analysed in more detail. In addition, three questionnaires were developed for the purpose of identifying the most frequently occurring practices and strategies. The questionnaires were filled in by researchers, students and the teachers themselves. The results of the study demonstrated that knowledge and command of the target language, an ability to organize, explain, clarify, arouse, sustain interest and motivation among students, fairness to students by showing neither favouritism nor prejudice and availability to students were among the most significant characteristics and qualities of a successful IELTS instructor.
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Alanezi, Manair, and Ahmad Alenezi. "Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching." International Journal of Language and Linguistics 12, no. 2 (2024): 96–103. http://dx.doi.org/10.11648/j.ijll.20241202.13.

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The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.
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Solihin, Solihin, Aprianti Ari Dwi Intan, Utami Dita Rezkia, and Sari Mayang. "Issues with the Speaking Section of the International English Language Testing System (IELTS): An Assessment Critique." ELS Journal on Interdisciplinary Studies in Humanities 6, no. 3 (2023): 540–45. http://dx.doi.org/10.34050/elsjish.v6i3.28355.

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The International English Language Testing System (IELTS) is one of the most widely used tests of English internationally. It is a testing system designed or owned by three partners: University of Cambridge ESOL Examination, British Council, and IDP Australia. This research is to critique the speaking section of the IELTS based on the experience of some test-takers involved as the subjects of this research. The method used was descriptive qualitative. Data collection techniques applied were content analysis, interview, and self -reflection. Two IELTS test-takers were interviewed to get their views on the three phases of the speaking section. The authors’ own experiences when taking the IELTS were also reported. It was found that there are issues with the speaking section of the IELTS. Those issues are its: fairness, authenticity, validity, and the appropriateness of interview as a sole tool to assess speaking ability. This paper also suggests a number of actions to be taken in order to make the speaking section fair, authentic, and valid. Additionally, other ways of assessing speaking ability are proposed. This paper then reveals what these issues mean to test-takers, examiners, and organizations running IELTS.
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Susanti, Ni Wayan Mira, Sribagus Sribagus, Sahuddin Sahuddin, Yuni Budi Lestari, and Husnul Lail. "PENGENALAN JENIS DAN STRATEGI MEMBACA TEKS MODUL AKADEMIK IELTS BAGI GURU-GURU DI MAN LOMBOK BARAT." Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora 2, no. 1 (2022): 35–41. http://dx.doi.org/10.29303/darmadiksani.v2i1.1297.

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ABSTRAK
 Pengabdian kepada masyarakat ini dilaksanakan berdasarkan permintaan guru-guru MAN Gerung di Kabupaten Lombok Barat dalam upaya peningkatan skill membaca mereka dalam menghadapi The International English Language Testing System (IELTS). Karena program pengabdian masyarakat kami sebelumnya belum pernah menyentuh IELTS, padahal ada kebutuhan bagi guru-guru untuk melaksanakan program pertukaran guru ke luar negeri yang sangat membutuhkan kemampuan IELTS yang baik. Oleh karenanya kali ini kami akan memperkenalkan IELTS kepada guru-guru MAN Gerung terutama bagian Reading di dalam modul akedemik IELTS.
 
 ABSTRACT
 This community service program was conducted based on the request from teachers at MAN Gerung in West Lombok in order to improve the teachers’ reading skills in coping with the International English Language Testing System (IELTS). There is an urgency for the teachers under the Religion Ministry of Indonesia to be familiar with the IELTS since the Ministry offers several programes that allow teacher to go abroad either on short or long program as long as they meet the language requirement that is IELTS. However, the teachers are not only unfamiliar with the formats of IELTS, but they also have never seen one. This is the reason why our team introduced IELTS to the teachers at MAN Gerung particularly in the IELTS Reading Academic Module.
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Hassan, Saima. "IMPACT OF TEST PREPARATION ON CANDIDATES’ IELTS READING TEST SCORES." Pakistan Journal of Social Research 04, no. 04 (2022): 101–5. http://dx.doi.org/10.52567/pjsr.v4i04.791.

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This study investigates the impact of an hour’s preparation on IELTS (International English Language Testing System) reading test scores. Preparation is sometimes neglected by candidates who consider themselves proficient users of English, despite the high stakes involved in IELTS testing. Participants in the experimental group were provided a one-hour session on reading strategies and test-taking skills, focusing on the IELTS reading test. They were tested before and after this session, alongside a control group who received no training. Statistical analysis revealed that training significantly increased reading scores, suggesting the importance of such training even for proficient users of the target language. Keywords: IELTS, language proficiency tests, high-stakes test, test performance.
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Suherman, Andri, Hamzani Wathoni, and M. Adib Nazri. "Online IELTS (International English Language Testing System) Training for High School Teachers as Preparation for Applying for Foreign Scholarships." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 6, no. 2 (2024): 337. http://dx.doi.org/10.20527/btjpm.v6i2.10301.

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IELTS is a mandatory requirement in applying for overseas master's degree scholarships. However, many people, including senior and vocational high school teachers in Selong City, East Lombok, face difficulty answering IELTS questions. Other than having no educational background in the English Language, they also have no time to take IELTS courses because of their heavy workload. Therefore, this community service activity aims to provide IELTS training to high school teachers in Selong City, East Lombok. This IELTS training is expected to help them meet the IELTS score when applying for overseas scholarships. Twenty teachers participated in this IELTS training, which was held in August 2023. Data from the pre-test and post-test revealed that the participants showed increased IELTS scores, although insignificant. Besides, data obtained from the online questionnaire and interview session showed that the participants positively responded to this IELTS training.
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Dissertations / Theses on the topic "International English Language Testing System (IELTS)"

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Bailey, Isobel. "International students' expectations of a twelve week IELTS Preparation Course." AUT University, 2009. http://hdl.handle.net/10292/832.

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The International English Language Testing System (IELTS) English proficiency test has been the focus of increasing research since its inception in 1989. While research has contributed to a better understanding of test construction and has highlighted the limitations of individual test scores for predicting academic success, few studies have focused on students’ perceptions of the academic module of IELTS. The present study attempts to address this gap in the research by investigating student expectations of an IELTS preparation course. The study, adopting a multi-method approach using surveys and interviews, investigated ten international students enrolled in a twelve-week academic IELTS preparation course in a language school affiliated to a university in Auckland, New Zealand. The study found that students have high expectations not only of an IELTS preparation course, but of the IELTS band score they will achieve. The study also found that student expectations of the course were met at least to some extent. Various factors contributed to the fulfilment of students’ expectations including a focus on speaking and listening activities and the use of formative practice tests. Although all four language skills were recognised by the students prior to the course as being important, speaking and listening were identified as those most expected to be improved. By the end of the course, however, reading and writing skills were acknowledged to be most important, suggesting a growing awareness of the importance of literacy skills, both for achieving an appropriate IELTS score and for further academic study. Although limited by the number of participants, the findings have significance for the development and delivery of academic IELTS preparation courses. Firstly, although there is value in focusing on listening and speaking skills, given the change in students’ perceptions, academic literacy skills perhaps need a predominant focus. Related to this focus, challenging reading activities and related vocabulary development should be an integral part of the course. Secondly, the inclusion of practice IELTS tests provides an important formative component of preparation courses. Finally, the study suggests that administration staff and teachers need to better prepare students to have realistic expectations of an achievable IELTS band score.
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Yu, Yuqing, and 余玉青. "A study on Chinese learners' IELTS preparation efforts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209680.

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In recent decades, autonomous learning has been a hot issue in the field of second language teaching and learning and the previous studies on autonomous learning have made great progress. However, the researches on the individual efforts affecting achievements of major English language proficiency tests from the cognitive perspectives of autonomous learning are still relatively rare. On the basis of the review of literature on learner autonomy at home and abroad, the present study aims to investigate Chinese learners’ IELTS preparation efforts under the guidance of the cognitive theory with the participants of English-medium tertiary institutions for graduate or undergraduate degrees who got high score(at least 7 or above) in IELTS within 2 years and answer what these Chinese learners have done to maximize their IELTS scores to apply for postgraduate programmes in English medium universities autonomously and why they could undertake these efforts to maximize their IELTS scores. Semi-structure interviews on autonomous learning were conducted to find out IELTS preparation experiences. In terms of the data analysis results, the dissertation tries to provide the present or future graduate degree applicants during their IELTS preparation with some suggestions and implications for enhancing recognition on IELTS taking and help language educators better advise these students on undertaking proper preparations for the language challenge in their overseas studies.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Chen, Shu Hua. "The oral performance of Chinese speakers on the International English Language Testing System (IELTS)." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636600.

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Freimuth, Hilda. "Cultural bias on the IELTS examination." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012088.

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The study reported in this thesis investigated Emirati students’ claims related to experiences of cultural bias of the reading component of the IELTS examination through a critical realist lens. Critical realism posits a layered reality which allows for the conceptualization of experiences as emerging from the interplay of events and mechanisms found in two other realms of reality – the actual and the real. Experiences, therefore, have a different ontological status than the events and the causal mechanisms to which they are attributed. Social realism was used to further explore the depth of the realm of the real through Archer’s construct of analytical dualism. This allowed for the placement of generative mechanisms into three domains: structure, culture, and agency. There were two parts to this investigation: a content analysis and a focus group study. The first part of the content analysis consisted of analyzing 60 reading passages from 20 IELTS examinations for a number of cultural categories. These included such things as cultural objects, social roles, idiomatic expressions, traditions and festivals, superstitions and beliefs, and political and historical settings. The second part of the content analysis focused on the question types and syntactical structure of the 5 different IELTS examinations that the focus groups students sat. All three components of the analysis – the cultural content, question types, and syntactical structure – were conducted at the level of the actual. Findings indicated that on average, an IELTS examination contained 14 cultural references of various kinds. Only 4% of all geographical references pertained to the Middle East with the biggest share being western locations. The most common question types were matching questions, fill in the blank questions, and yes/no questions with more than 50% of all questions requiring some form of higher order thinking due to text reinterpretation. The study also found that the question types were not consistently distributed over the examinations with each consisting of a different variety of questions and some even having repetitive question types on one reading examination. The second part of the study was the focus groups. Here, 21 Emirati students sat 5 different IELTS examinations. Upon test completion, these students underwent a semistructured interview to relate their experiences of the test. These experiences, at the level of the empirical, all shared 7 ideas: reading is hard, the questions are too difficult, the passages are too long and difficult, the topics are unfamiliar, the topics are not interesting, the vocabulary is too difficult, and there is not enough time. When the processes of retroduction and abduction were applied to both the content analysis and these common experiences, numerous structures and discourses at the level of the real were identified as having contributed to the emergence of the feeling of bias at the level of the empirical. These structures included such things as the students’ school system (eg. curriculum, assessment, instructors etc.), religion, literacy practices, and home. In the cultural domain, a number of discourses were found to contribute to the experiences at the level of the empirical. Amongst these were the ‘Unimportance of Reading’, the culture of ‘Obedience’, the rejection of the ‘un-Islamic’, and the students’ sense of ‘Entitlement’.
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Arcuino, Cathy Lee T. "The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international Master's students." Thesis, Colorado State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565474.

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<p> The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who graduated within 2006-2011. The total number of students records utilized were 793 (35.7% were female and 65.3% were male). </p><p> The study did not find a significant difference between TOEFL (paper-based, computer-based, and internet-based) and IELTS scores in relation to academic success. Students tended to score higher on TOEFL iBT followed by TOEFL PBT. Indian and Taiwanese students performed better on TOEFL iBT and Chinese and Indian students performed better on the TOEFL PBT. A statistical significance was found among final cumulative GPA and college program of study in relation to TOEFL and IELTS scores. </p><p> Knowing more about the reasons behind international graduate students' academic success is a benefit to institutions. The findings of this study may help graduate offices in comprehensive Midwestern institutions, with the recruitment and retention of international students. The research may also assist in the evaluation of admission requirements.</p>
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Shahid, Zeeshan. "Social Networks, Group Cohesion & Collaborative Learning : A Case Study of an International English Language Testing System (IELTS) Training Institute." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55587.

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The study examines the role of social networks’ in collaborative group working within a blended setting. Lingua Franca, Pakistan, an International English Language Testing System (IELTS) training institute, has been investigated as a case study for the aforementioned research question. Focus groups consisting of the institute’s students and training staff were solicited for primary data collection. Theories of learning, social comparison, social exchange and connectivism theory provided the theoretical understanding for the study along with relevant extant literature. Content analysis has been used to analyze and interpret the data. The findings shed light on the myriad yet significant role social networks play in enhancing collaborative group work through their inherent interactive and dynamic features, which unlocks opportunities for self-validation, self-improvement and self-development. The study thus opens new avenues of research into this less studied area of social networks and collaborative group working with respect to learning
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Thiel, Teresa. "An analysis of the evolution of the IELTS test and an investigation of its face validity." Thesis, 1995. https://eprints.utas.edu.au/21947/1/whole_ThielTeresa1995_thesis.pdf.

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First, the purpose of this study was to analyse the evolution of the International English Language Testing System (IELTS), an internationally recognized language proficiency test, within the context of developments in language proficiency testing in the last decade. Approaches to the validation of language proficiency tests are discussed with particular reference to face val.idity and washback validity. Second, the purpose of this study was to determine the face validity of the IEL TS test from an investigation into international students' perceptions of the test. To these ends, a questionnaire was administered at the University of Tasmania to international students (n=40) who had taken an IELTS test. A focus group interview was also conducted with students who had taken both the IELTS test and the Test of English as a Foreign Language (TOEFL). It was found that the IELTS test generally had high face validity amongst the sample of international students in this study. Positive washback effects appeared to reinforce the face validity of the IELTS. Test preparation was perceived to be relevant to the target situation of academic study. It was also found that an English language proficiency score of IELTS Band 6 may be an unrealistic minimum entry level in meeting the linguistic demands of some courses of study at the University of Tasmania. Tentative conclusions from this study suggest that both the overall band score and the diagnostic profile of IELTS test results should be examined carefully when admitting international students to tertiary institutions. In addition, there are also non-linguistic factors which can affect the potential academic success of international students. Recommendations concerning the key role of English language support and study skills courses conclude this study.
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Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.

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The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.
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Books on the topic "International English Language Testing System (IELTS)"

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Inc, Barron's Educational Series, ed. Barron's IELTS: International English Language Testing System. New Age International Pvt Ltd Publishers, 2015.

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Roberts, Rachael. IELTS Foundation. Macmillan Education, 2004.

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Bemmel, Eric Van. IELTS to success: Preparation tips & practice tests : International English Language Testing System. John Wiley, 1997.

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Roberts, Rachael. IELTS foundation. Macmillan Education, 2004.

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Catt, Carolyn. Language passport: Preparing for the IELTS interview. Longman, 1996.

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Hutchinson, Susan. Achieve IELTS: English for international education : workbook. Marshall Cavendish, 2005.

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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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McCarter, Sam. IELTS testbuilder. Macmillan Education, 2003.

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Roberts, Rachael. IELTS foundation: Study skills. Macmillan Education, 2004.

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McCarter, Sam. A book for IELTS. 2nd ed. IntelliGene, 2003.

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Book chapters on the topic "International English Language Testing System (IELTS)"

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Ata, Abe W. "An investigation into the knowledge, education and attitudes of male and female international students in Australia to the International English Language Testing System (IELTS) 1." In Educational Reciprocity and Adaptivity. Routledge, 2017. http://dx.doi.org/10.4324/9781315201412-13.

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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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Zaidi, Syed Ali Nasir. "Pedagogizing International Students' Technical Knowledge Consumption." In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8921-2.ch008.

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Although most Canadian university and college professors assume that international testing credentials such as IELTS, TOEFL, and CELPIP are suitable yardsticks to measure international students' language skills, the study presented in this chapter that adopted critical discourse analysis of international students' technical assignments suggests otherwise. Technical communication is different from cultural English, whereby the former measures students' technical skills in communicating highly scientific materials and cultural English may be used for interpersonal skills. The study used secondary data for data analysis and employed Bernstein's theoretical lens of elaborated code and restricted code. Findings revealed that 21st-century knowledge production, distribution, and its adequate reproduction are in the hands of well-rounded knowledge consumers in knowledge societies, and if the knowledge consumers are not well cognizant of their instrumental role in the knowledge economy owing to weak English language constructions, social inequalities will increase exponentially.
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Conference papers on the topic "International English Language Testing System (IELTS)"

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Zeng, Shang-chun, and Ying Shen. "An Investigative Study on the Listening Comprehension Strategies Employed in International English Language Testing System (IELTS)." In 2016 2nd International Conference on Social Science and Higher Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.42.

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Guevara, Cesar, Dorys Maribel Cumbe Coraizaca, Mike David Nunez Morales, and Vicente Bolívar Guzmán Bárcenes. "English Pronunciation IPA mobile Application." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001736.

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Technology has helped learners with their pronunciation at the moment of conveying a message, making it easier for them of English to communicate better. Hence, this research was conducted, with the objective to establish to analyze the relationship between the English Pronunciation mobile app in the pronunciation of the English language of students of third level from CTT de los Andes Language Center. To achievethe objectives, a mixed approach methodology was used, which included thirty students divided into two groups. One group was experimental, in which the strategy was applied and the other was controlled, in which the strategy was not applied. Both groups were evaluated using a rubric from the International English Language Testing System (IELTS) for the pre-test and post-test. After the pre-test, an introductory class to phonemes was given to the students. The next step for the experimental group was to get instructions on how to use the mobile app, which helped users with the recognition, awareness and production of English sounds. The development of this study showed that using the mobile app English pronunciation IPA benefits the improvement of the pronunciation from students of the experimental group. After the time period of the experiment, the segmental features of pronunciation used by students, were reinforced with the use of the mobile app.
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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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Xu, Hui. "I Did Well in the International English Language Testing System but Still Cannot Make Small Talk in English." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2011535.

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Cao, Zhanhao. "A Context-Aware Vocabulary Management and Reading Assistance System using Machine Learning and Natural Language Processing." In 8th International Conference on Artificial Intelligence (ARIN 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.121007.

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Through the increase in the popularity of online reading, many people rely on online dictionaries to further understand the text [1]. However, looking up a word manually is a great inconvenience as well as a form of distraction [2]. This paper develops a chrome extension to automatically detect the difficult words for each user, and provide the words’ associated definition with a mouse hover. The chrome extension can be customized by adding and removing personal difficult words and personal easy words [3]. Also, the chrome extension offers a deeper level of analytic, including the system analyzing part of speech of the world, to further understand the definition of a selected word or sentence. The chrome extension is applied to a school/work setting in order to improve the working efficiency by providing a simple model to analyze the word definition; it is also useful for casual reading, especially to those that aren’t fluent in English. Following the strict SDLC model, the end of the testing stage reflects that most of the users gave positive feedback to the chrome extension with most of the comments centered around convenience and accuracy [4]. Through alpha testing and a small sample of beta testing, the Chrome extension presents productivity improvement on difficult texts.
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Zhao, M., and N. Tailor. "Development of a Test Facility and Its Application for Validation and Reliability Testing of Safety-Critical Software." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29958.

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This paper describes a versatile test facility developed by AECL for validation and reliability (V&amp;R) testing of safety-critical software used in the process trip computers for CANDU reactors. It describes the hardware and software aspects of the test facility. The test hardware consists of a test rig with a test computer used for executing the test software and a process trip computer emulator. The test software is comprised of an operating system, a test interpreter, a test oracle, and a man-machine interface. This paper also discusses the application of the test facility in V&amp;R testing of the process trip computer, how test scripts are prepared and automatically run on the test computer, and how test results are automatically generated by the test computer, thus eliminating potential human errors. The test scripts, which contain specific instructions for testing, are text files written in a special AECL test language. An AECL Test Language Interpreter (ATLIN) program interprets the test scripts and translates structured English statements in the test scripts into test actions. The intuitive nature of the special AECL test language, the version controlled test scripts in text format and automatic test logging feature facilitate the preparation of test cases, which are easy to repeat, review and readily modifiable, and production of consistent results. This paper presents the concept of adding a process trip computer emulator for use in preparation of V&amp;R testing. The process trip computer emulator is designed independently from the actual process trip computer but based on the same functional specification as for the process trip computer. The use of the process trip computer emulator allows the test scripts to be exercised before the actual process trip computers are available for V&amp;R testing, thereby, resulting in a significant improvement to the project schedule. The test facility, with the built-in process trip computer emulator, is also a valuable training tool for the V&amp;R staff and plant personnel.
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