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1
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&apos;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&apos;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&apos;s impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test&apos;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&apos; 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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Hadijah, Sitti, Shalawati Shalawati, and Andi Idayani. "Analisis Kemampuan Mahasiswa dalam Berkomunikasi secara Lisan pada Tes Simulasi IELTS (International English Language Testing System)." GERAM 6, no. 2 (2018): 91–102. http://dx.doi.org/10.25299/geram.2018.vol6(2).2194.
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IELTS (International English Language Testing System) merupakan salah satu tes kemahiran berbahasa Inggris yang megukur 4 keterampilan berbahasa Inggris seseorang. Terkait dengan adanya beberapa keterampilan berbahasa Inggris yang diukur di IELTS, penelitian ini berfokus pada penelitian berbicara (speaking) yang dilakukan oleh mahasiswa Program Studi Pendidikan Bahasa Inggris pada IELTS Simulation Test untuk menganalisa kemampuan mahasiswa dalam melakukan tes keterampilan berbicara, serta menemukan faktor-faktor yang mempengaruhi keberhasilan dan menjadi penghambat dalam melakukan tes simulasi yang diberikan. Hasil penelitian menunjukkan bahwa tingkat keterampilan mahasiswa dalam melakukan tes simulasi IELTS untuk keterampilan berbicara perlu untuk ditingkatkan lagi karena sebahagian besar mahasiswa masih berada pada rentang nilai 4-6. Sehingga, dapat dimaknai bahwa tingkat keterampilann mahasiswa dalam melakuan tes simulasi EITLS Speaking (Berbicara) sudah menunjukkan keterampilan yang cukup baik karena ada beberapa mahasiswa yang mampu meraih rentang nilai 7, dan sebahagian besar peserta tes juga sudah berada pada rentang 5-6, hanya beberapa mahasiswa yang berada pada rentang 4-4,5. Faktor latihan merupakan faktor utama yang mempengaruhi keberhasilan peserta tes untuk meningkatkan keterampilan mereka dalam berbicara Bahasa Inggris, namun seluruh mahasiswa yang diinterview mengemukakan bahwa mereka tidak melakukan persiapan khusus ketika mereka akan melakukan tes, sehinggan hasil yang mereka peroleh masih perlu untuk ditingkatkan. Selain itu, kecemasan pada saat melakukan tes berbicara mempengaruhi keterampilan peserta tes dalam menjawab pertanyaan yang diberikan, selain itu kesulitan peserta tes dalam memahami beberapa makna kata yang dituturkan oleh penguji menimbulkan kesulitan bagi peserta tes untuk merepon pertanyaan yang diajukan, namun mengetahui tips dan trik dalam melaukan tes IELTS Speaking dapat meminimalisir hal-hal yang dapat mengganggu selama pelaksanaan tes.
 Kata Kunci : Berbicara, Tes Simulasi IELTS
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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 speaking bands. The focus group found that the IELTS speaking descriptors are not fit for purpose when dealing with non-standard or regional varieties of English. This study makes a case for the creators of the IELTS exam to adjust their grading criteria and examiner training to be more inclusive of all English varieties.
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Pilcher, Nick, and Kendall Richards. "Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context." Power and Education 9, no. 1 (2017): 3–17. http://dx.doi.org/10.1177/1757743817691995.
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Higher education institutions worldwide base international student recruitment on the assumption that their preparedness in ‘English’ is assured if they reach a certain level in tests such as the International English Language Testing System (IELTS). This assumes an abstract, objectivist view of language that sees the ‘English’ as removable for testing in any context. However, in an individual, subjectivist view of language, ‘English’ is inextricably linked with context – that is, subject content which symbiotically connects thought and meaning. In this article, the authors outline these views of language and consider the ‘English’ of IELTS. They then detail interviews and focus groups which they conducted with lecturers in the subject areas of Design, Nursing, Engineering, Business, Computing and Psychology. These researched the ‘English’ required in subjects and the thinking underpinning it. The authors go on to present and discuss results around three themes of ‘How “English” is specific to the content of subjects’, ‘How the “English” of subjects is underpinned by unique ideological and psychological elements’ and ‘How the non-textual elements of different subjects are intertwined with their “English”’. The results illustrate why it is necessary to challenge the power invested in IELTS, and why determining English preparedness needs to be undertaken within the subject context.
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Taman, Purwanti. "THE VALIDITY AND REALIBILITY OF IELTS SPEAKING RUBRIC FOR INLINGUA INTERNATIONAL TEACHERS." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (2019): 50. http://dx.doi.org/10.32493/ljlal.v1i1.2483.
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AbstractThe field of English for specific purposes (ESP) has developed rapidly to become a major force in English language teaching. IELTS (International English Language Testing System), as one of the ESP branch, is one of the biggest ESL tests needed world-wide.This study was conducted to find validity and reliability of IELTS speaking rubric between three teachers who assess speaking ability for the same students in the same class. This would enable IELTS teachers to measure the students’ speaking ability likely in the same band area. The participants of this quantitative study were 21 Indonesian graduate students who were taking English for Pre-departure program of their Master’s Degree abroad, an English for Academic Purpose (EAP) class. The result shows that the teachers in Inlingua Internatinal English training produce reliable and valid results of the speaking IELTS subtest; even though they have different working span experience because they use the same rubric. Also, the correlation between one group of scores to others are significant and linear. This can be reference for the future in the way Inlingua International maintain their teachers’ marking scheme.Keywords: IELTS, validity, realibility, speaking rubric, ESP
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Kanzaki, Masaya. "Correlations Between IELTS and TOEIC Scores." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 397. http://dx.doi.org/10.37546/jaltpcp2020-49.
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This study investigated correlations between scores on the International English Language Testing System (IELTS) test and the Test of English for International Communication (TOEIC) in an attempt to determine the practicality of substituting TOEIC scores for IELTS scores as a language requirement for English-medium universities. Eighty-four university students took part in the study, and their IELTS and TOEIC scores were analyzed. Significant correlations were found between scores for the same skill on the two tests (r between .50 and .69). When different skill scores were added together, the correlations between the combined scores were even higher (r between .77 and .81). In light of these results, I argue for using the TOEIC as a proxy for the IELTS test. 本研究では、英語で授業が行われる大学への入学条件として、Test of English for International Communication（TOEIC）の得点をInternational English Language Testing System （IELTS）の得点で代替することの実用性を探るため、IELTSとTOEICの得点間の相関を調べた。84名の大学生が本研究に参加し、彼らのIELTSとTOEICの得点を分析した。両テストの同じ技能スコア間には有意な相関があった（相関係数.50～.69）。異なる技能スコアが加算されると、合計得点間の相関は更に高かった（相関係数.77～.81）。これらの結果に基づき、TOEICをIELTSの代替として使うことに関して賛成の立場から論ずる。
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Mauriyat, Arham. "AUTHENTICITY AND VALIDITY OF THE IELTS WRITING TEST AS PREDICTOR OF ACADEMIC PERFORMANCE." PROJECT (Professional Journal of English Education) 4, no. 1 (2021): 105. http://dx.doi.org/10.22460/project.v4i1.p105-115.
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The International English Language Testing System (IELTS) has become one of the most widely used measurements of English proficiency in the world for academic, professional and migration purposes. For universities in particular, it is expected that applicants’ IELTS scores closely reflect their actual ability in communicating and doing their assignments in English. This study examines the authenticity and predictive validity of the writing section in the IELTS Academic Module by reviewing relevant research on IELTS within the last two decades. In general, those studies have provided evidence that the IELTS writing test suffers from low authenticity and predictive validity, and is thus an inaccurate predictor of a candidate’s performance in writing real-life academic tasks.
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Fadhlur Rahman, Salmina Elvia Amanda, and Chadtrun Nada. "Empowering Islamic Boarding School Students with an Introductory IELTS Program." Asian Journal of Community Services 2, no. 8 (2023): 645–52. http://dx.doi.org/10.55927/ajcs.v2i8.5612.
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A command of the English language is required for students to pursue higher education abroad, particularly in the context of the International English Language Testing System (IELTS). Through a community service program, this study aims to introduce Islamic Boarding School students to IELTS. The training program, a collaboration between the State Islamic Institute of Lhokseumawe and Integrated Dayah Al-Muslimun (one of the top-tier Islamic Boarding Schools in North Aceh), aimed to improve the English language skills of community service participants. The training program was enthusiastically attended by community service participants (students), demonstrating their desire to improve their language skills and prepare for future academic endeavors. With IELTS certificates required for new student admissions at international universities, this collaborative training initiative is critical for empowering Islamic Boarding School students to successfully pursue educational opportunities abroad. This program aims to promote participants' academic and professional development on a global scale by providing them with the necessary language skills.
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Liang, Xiwen. "Exploring IELTS Teaching in Listening Part Based on Schema Theory." SHS Web of Conferences 171 (2023): 02006. http://dx.doi.org/10.1051/shsconf/202317102006.
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This paper aims at presenting the preparation for Schema Theory, including language and cognition, construal, and categorization. Also, it shows the definition and history of schema, highlighting the role of schema building as a powerful approach for maximizing International English Language Testing System listening teaching, expounding the benefits and challenges of schema theory in IELTS listening teaching as well as making recommendations for IELTS teachers regarding how to implement schema theory effectively. Two investigations in this work about using schema during classes were implemented for IELTS teachers and students and proved the necessity for teaching with schemas in the IELTS listening part.
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Halim, Tanzina, and Sayyed Rashid Ali Shah. "EFL Learners' Perspectives Towards Online Reading Module of IELTS: A Study at Tertiary Level." Journal of Language Teaching and Research 12, no. 6 (2021): 942–47. http://dx.doi.org/10.17507/jltr.1206.10.
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This paper seeks to investigate the attitude of students towards attending IELTS (Reading) classes online. The International English Language Testing System (IELTS) is a world-wide recognized test that students/ candidates have to take to assess their English language proficiency to study or work in an English- speaking context. They have to either take the IELTS Academic or the IELTS General Training modules. In recent times with the shift from face-to-face to online classes, the students face many challenges while attending online classes of IELTS, especially the reading module. This study aims to find out the problems which are faced by Saudi students while attending online classes. For this, 40 undergraduate students, both males and females of a public university in Saudi Arabia, were chosen as participants to carry out the study. A survey questionnaire was administered to the students who experienced challenges in online classes of IELTS. Based on the findings, the study concludes with some recommendations about how students can overcome the challenges they face while having online classes of the Reading module of IELTS.
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Kabir, S. M. Akramul. "IELTS Writing Test: Improving Cardinal Test Criteria for the Bangladeshi context." Journal of NELTA 23, no. 1-2 (2018): 76–89. http://dx.doi.org/10.3126/nelta.v23i1-2.23352.
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International English Language Testing System (IELTS) has become a widely used and globally accepted test for non-natives. It is conducted at more than a thousand centres in at least 130 countries (British Council, 2016), including 12 centres in Bangladesh (“Take IELTS test in or nearby Dhaka”, 2018). It also encompasses all four independent skills of the English language. Due to its popularity and effectiveness as a test, it is important to focus on assessment procedures of IELTS Writing tasks in the Bangladeshi context which is inconsistent with cardinal test issues. Thus, this article provides critical commentary on the IELTS writing test based on five cardinal issues for a proper test: reliability, validity, practicality, authenticity, and washback in connection with Bangladeshi as well as other similar ESL contexts. The documentary analysis of this article may help further research to enhance the utility of the IELTS writing test to measure ESL writing competence in a global context as an international test.
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Hutabarat, Pritz. "Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing." Journal of Education and Teaching (JET) 4, no. 1 (2022): 50–68. http://dx.doi.org/10.51454/jet.v4i1.217.
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The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of the language. Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.
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Bagheridoust, Esmaeil, and Yasameen Khalid Khairullah. "A Comparative-Correlative Study of Test Rubrics Used as Benchmarks in Assessing IELTS and TOEFL Speaking Skills." English Language Teaching 16, no. 6 (2023): 1. http://dx.doi.org/10.5539/elt.v16n6p1.
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The study focused on the comparative correlative study Test Rubrics Used as Benchmarks in Assessing International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL) Speaking Skills. To carry out this project, the researcher searched for IELTS and TOEFL candidates and recruited and finally selected 37 male and female candidates who took both standard tests for various reasons. The statistical results obtained (mainly Pearson&#39;s correlation coefficient of correlation moments) showed significant joint variability between IELTS Speaking scores derived from IELTS test bars and frequency band description factors, TOEFL Speaking scores derived from TOEFL test bars, and assessment scores. criteria. The results show that there is a high correlation index (0.862**) between the two tests scoring systems for speaking. The results also reflect a high correlation index (.903**) between the two tests scoring systems, assessing general English proficiency and speaking ability using both tests rubrics.
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Ata, Abe W. "Knowledge, Education, and Attitudes of International Students to IELTS: A Case of Australia." Journal of International Students 5, no. 4 (2015): 488–500. http://dx.doi.org/10.32674/jis.v5i4.410.
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The main objective of this study is to determine the knowledge, education and attitudes of Chinese, Indian and Arab speaking students in Australia towards the International English Language Testing System (IELTS) test. A questionnaire was administered to 200 students at six university language centers to investigate their overall response towards the four components of the IELTS test i.e. listening, reading, writing, and speaking. It was hypothesized that having positive or negative attitudes toward a certain language can exert considerable effect on the learners’ performance on a language test. The effect of variables such as testing environment, test rubric, and broader demographic factors on attitudes of the three national groups were investigated. Significant differences were found on students’ misconceptions of language learning, motivation and the degree to which it may have hindered their progress in attaining language skills.
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Al-Bulushi, Ali, Ali Al-Issa, and Rima Al-Zadjali. "Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS." Khazar Journal of Humanities and Social Sciences 21, no. 3 (2018): 67–89. http://dx.doi.org/10.5782/2223-2621.2018.21.3.67.
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Communicative Language Proficiency (CLP) in the target language is critical for the teachers joining English language teaching for different reasons. The Ministry of Education in the Sultanate of Oman has sanctioned the score of Band 6 on the International English Language Testing System (IELTS) as the main criterion for accepting English language teachers graduating from Sultan Qaboos University (SQU). Nonetheless, some fourth-year Student Teachers (STs) have failed to achieve the specified score due to reasons pertinent to the choices made in the initial English language teacher education program content knowledge and methods. This qualitative study, hence, investigates the perspectives of purposively selected STs and faculty members about the effect of SQU English Language Teaching (ELT) content knowledge and methods on the STs’ IELTS band scores. Results have shown that there is a need to reconsider the content knowledge and methods to create more opportunities for the program participants to use the language communicatively. Results have further shown that certain faculty members adopt certain teaching methods insensitive to the needs and interests of the STs and which negatively affect their CLP. The results have important implications for the STs’ success in the IELTS and hence their employability.
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Chowdhury, Sabrina Ahmed. "Gaining proficiency in the reading module in IELTS: A study on the efforts of Bangladeshi students." Dhaka University Journal of Linguistics 2, no. 3 (2010): 125–40. http://dx.doi.org/10.3329/dujl.v2i3.4148.
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As the name implies, the International English Language Testing System (IELTS) is a test for ascertaining an examinee's English language proficiency. This test is very important for students who want to get admitted to universities or training programmes in English speaking countries. IELTS has four modules including a module on reading. This module gives rise to a number of specific problems for Bangladeshi candidates. The present article attempts to identify the nature and extent of these problems with emphasis on why the examinees find reading module a tough one. The ways and means used by the trainers and teachers to assist Bangladeshi students to overcome these problems have been examined. The article concludes that even with limited resources, the teachers and trainers can follow a number of simple procedures to substantially improve readings skills of students leading to better scores. Key words: IELTS, Language Proficiency, Language SkillsDOI: 10.3329/dujl.v2i3.4148 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 125-140
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Djamaluddin, Fauzan. "Workshop International English Language Testing System (IELTS) bagi Mahasiswa dan Alumni Fresh Graduate Fakultas Teknik Gowa Universitas Hasanuddin." JURNAL TEPAT : Applied Technology Journal for Community Engagement and Services 3, no. 2 (2020): 35–41. http://dx.doi.org/10.25042/jurnal_tepat.v3i2.132.
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IELTS (International English Language Testing System) merupakan tes kecakapan Bahasa Inggris terstandar yang menjadi prasyarat untuk melanjutkan studi atau berkerja. Workshop ini bertujuan untuk membantu pihak fakultas teknik dalam upayanya unutuk meningkatkan kemampuan penguasaan bahasa Inggris bagi sarjana baru yang dirancang dan diorientasikan pada penguasaan bahasa Inggris berekuivalensi IELTS. Kegiatan ini berlangsung selama 3 hari, dari tanggal 28 hingga 30 Agustus 2020. Peserta ujian berjumlah 20 (dua puluh orang) yang terdiri dari sarjana baru fakultas teknik Universitas Hasanuddin. Secara keseluruhan kegiatan diharapkan berlangsung dengan lancar dan dengan antusias mengikuti proses Workshop dari awal hingga akhir. Keberhasilan program ini juga terlihat dari tercapainya indikator keberhasilan yang telah ditetapkan yaitu jumlah peserta yang hadir pada workshop dan pre-tes sesuai yang diharapkan yaitu melebihi 80%.dan 50%
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Peña Alvarez, Zulema. "From perception to performance: To establish the level of influence of prior knowledge on the scores of the reading section of the International English Language Testing System (IELTS) of B1 level students of a public university in Ecuador." Ciencia Latina Revista Científica Multidisciplinar 8, no. 1 (2024): 9563–75. http://dx.doi.org/10.37811/cl_rcm.v8i2.10281.
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The general objective of this article is to determine whether the perceptions of B1 level students at a public university in Ecuador about their prior knowledge influence their scores in the reading section of the International English Language Testing System (IELTS). The type of research was mixed, since numerical data were collected quantitatively and then generalized, and through a qualitative study important aspects were examined regarding the students' prior knowledge and whether it influences their performance in the aforementioned international test. For the sample, 28 students were selected, which were approached by two key instruments for the study, such as: the simulated test and the survey. The results obtained showed that the students' perceptions of their prior knowledge do not correlate with their performance in the reading section of the International English Language Testing System (IELTS). Also, there was a high incidence of students who felt that reading does not help much in learning about a topic, however, they think it is of great help for vocabulary improvement.
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Griffin, Patrick. "Latent trait estimates of rater reliability in the International English Language Testing System (IELTS)." Australian Review of Applied Linguistics 13, no. 1 (1990): 123–43. http://dx.doi.org/10.1075/aral.13.1.06gri.
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Abstract The study examined the effects of fixed criteria, training and moderation on reliability of ratings assigned to written scripts. Using an item response analysis, consistency of inter and intra rater reliability of scoring patterns were examined under changing conditions. Ratings were assigned twice under workshop conditions and once under unsupervised isolated conditions. The workshops were used to identify criteria used by raters and then to obtain an agreed set of criteria using a consensus moderation approach. Results indicate that raters are influenced by their backgrounds, the moderation procedure and by the criteria depending on the circumstances under which the ratings were assigned. However a lack of fit of the ratings to a single dimension model over time, suggests that the raters may change their criteria under different conditions. Although similar ratings may be assigned different criteria are employed by the same rater over time. The results seriously question the use of classical measurement approaches in the assessment of rater reliability.
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Griffin, Patrick. "Latent trait estimates of rater reliability in the international English Language Testing System (IELTS)." Australian Review of Applied Linguistics 13, no. 2 (1990): 1–22. http://dx.doi.org/10.1075/aral.13.2.01gri.
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Abstract The study examined the effects of fixed criteria, training and moderation on reliability of ratings assigned to written scripts. Using an item response analysis, consistency of inter and intra rater reliability of scoring patterns were examined under changing conditions. Ratings were assigned twice under workshop conditions and once under unsupervised isolated conditions. The workshops were used to identify criteria used by raters and then to obtain an agreed set of criteria using a consensus moderation approach. Results indicate that raters are influenced by their backgrounds, the moderation procedure and by the criteria depending on the circumstances under which the ratings were assigned. However a lack of fit of the ratings to a single dimension model over time, suggests that the raters may change their criteria under different conditions. Although similar ratings may be assigned, different criteria are employed by the same rater over time. The results seriously question the use of classical measurement approaches in the assessment of rater reliability.
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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 ninety-one secondary education Emirati students were involved in an intervention study. The study was cross-sectional, and it used a pre/post-design to measure change and impact on the students’ IELTS scores with comparisons between different experimental groups by gender, region and overall. Additional attitudinal data were collected using a survey with students, teachers and principals involved in the intervention programme. Findings – Results showed a statistically significant and educationally meaningful pre/post-improvement for the students who attended the IELTS preparation programme and a positive attitude towards the intervention programme. Research limitations/implications – A limitation of the study is that it used a quasi-experimental design with some threats to the validity of the design, so some caution is suggested in drawing conclusions which are too strong. Originality/value – This project is the first of its kind in the United Arab Emirated as it endeavoured to raise secondary education Emirati students’ awareness of the knowledge and skills involved in succeeding in the IELTS exam and provided evidence of the kind of programme that could have a positive impact on student learning.
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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 participants were distributed into Group 1 (n=25) and Group 2 (n=26). A complete IELTS test was administered to ensure that the Groups were homogeneous and to serve as pretest. After 10 sessions of intervention, a different IELTS test was administered as posttest. The results of between subject analysis through independent samples t-test revealed that using Mock tests in the IELTS preparation courses can positively affect the participants scores on IELTS exam. Pedagogical implications are discussed.
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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 the major strengths and potential drawbacks of the listening test is followed by a comparison of the test scores with another traditionally accepted test of academic English. Conclusions about the validity of the IELTS listening test are drawn along with some suggestions for design improvement. Future research directions are also proposed.
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Peña Alvarez, Zulema. "Analisis of Influence of prior Knowledge on the Scores of the Reading Section of the International English Language Testing System (IELTS) B1 level." Ciencia Latina Revista Científica Multidisciplinar 8, no. 1 (2024): 9576–89. http://dx.doi.org/10.37811/cl_rcm.v8i1.10282.
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The general objective of this article is to establish from a theoretical approach the level of influence of prior knowledge in the scores of the reading section of the International English Language Testing System (IELTS), of B1 level students of a public university in Ecuador. The methodology used for this study was descriptive, since it was based on describing the most relevant aspects of the problem under study, it also had a documentary approach so that relevant information was extracted from scientific journals, articles and books related to similar topics within the context of reading comprehension and the international IELTS test. As a result, it was found that many authors claim that if the student has prior knowledge, his reading comprehension quality would improve; However, McNeil (2011) refers to the opposite by considering that such knowledge does not act effectively at the time of reading, arguing that this knowledge corresponds to an independent variable in reading, implying that there is a possibility that the perception of B1 level students about their prior knowledge of the topic of a reading does not align with their performance in a reading section of an IELTS test.
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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 well, the issue of essential academic skills and literacies and their relationship to the exam, curricula, and student academic success figure in the broader discussion around the IELTS exam and its use in Canadian higher education. 
 L’évaluation standardisée des compétences linguistiques en anglais (ELP) du Système international de tests de la langue anglaise (IELTS) est largement reconnue comme preuve de compétence en anglais dans les universités canadiennes. La majorité d’entre elles établissent des notes de passage IELTS très semblables pour l’admission, mais celles-ci diffèrent des notes de passage minimales recommandées par l’IELTS. L’utilisation de l’examen IELTS comme outil d’admission n’est pas sans problèmes en raison des débats dont font l’objet la hauteur des notes de passage, l’interaction des préoccupations politiques et administratives qui entrent en jeu lors de l’établissement des critères d’admission, et la corrélation qui existe entre les notes de passage et la réussite académique des étudiantes et étudiants. La question des compétences et littératies académiques essentielles et de leur relation avec les examens, les programmes d’études et la réussite académique des étudiantes et étudiants entre elle aussi en ligne de compte dans le débat plus large qui porte sur l’examen IELTS et son utilisation dans l’enseignement supérieur au Canada.
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Phung, Doan Hieu, and Hung Tan Ha. "Vocabulary Demands of the IELTS Listening Test: An In-Depth Analysis." SAGE Open 12, no. 1 (2022): 215824402210799. http://dx.doi.org/10.1177/21582440221079934.
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The article offers an in-depth lexical analysis of the listening sub-test of the famous International English Language Testing System (IELTS). The vocabulary profile of 239 listening transcripts from 60 IELTS official practice tests were analyzed. The results showed that, 3,000 most frequent word families in the British National Corpus/Corpus of Contemporary American English (BNC/COCA) word list were necessary to safely gain 95% coverage of all four sections in the test. Meanwhile, a vocabulary knowledge at the 5,000 level would secure the 98% coverage. The study also reveals that, with the support of 570 word families from the Academic Word List (AWL), learners only need to be familiar with 2,000 word families to achieve 95% coverage of the first, second, and third listening sections, equaling 75% of the IELTS listening test. The differences in lexical demands between listening sections were also highlighted.
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Rowiyah, Siti. "Kahoot! as a Pedagogical Tool in IELTS Writing Instruction: A Qualitative Analysis of Gamified Learning Strategies." Voices of English Language Education Society 8, no. 1 (2024): 262–70. http://dx.doi.org/10.29408/veles.v8i1.24692.
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Writing is one of the four primary skills assessed in the International English Language Testing System (IELTS). Its inherent complexity often leads to student anxiety and difficulties. Recognizing the need for innovative teaching and assessment methods incorporating technology, this study investigates the interactive game Kahoot! in an IELTS writing course in Pare, Kediri. Despite evidence supporting its effectiveness, Kahoot!'s integration into academic writing still needs to be improved. This research aims to evaluate how Kahoot! Enhances students' fluency in academic writing within an IELTS context and identifies factors influencing this relationship. Conducted through a qualitative, descriptive case study approach, the study involves English teachers and their students who use Kahoot! in academic IELTS writing classes. Findings indicate that Kahoot! Primarily aids in understanding writing tasks by simplifying data complexity and integrating it into engaging game features, thus enhancing learning engagement and task response. Key factors contributing to improved writing responses include the simplicity of visual presentation, the competitive nature of the game, and the resulting enjoyment. This suggests that Kahoot! can effectively create a dynamic and enjoyable learning environment, potentially improving academic writing performance in IELTS courses.
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Zahari, Dhiya Amalina, and Jeremiah Dhayaalan Jackson Dhayaalan. "The Perception of Malaysian ESL Tertiary Level Students on the IELTS Test." Asian Journal of Education and Training 2, no. 1 (2016): 1–6. http://dx.doi.org/10.20448/journal.522/2016.2.1/522.1.1.6.
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Currently, the most acknowledged test to qualify for overseas universities is the IELTS test which is referred to as the International English Language Testing System. It is implemented as an accreditation tool and is believed to be a reputable and trustworthy tool of language competence by tertiary institutions which employ its use. Regardless of the current attention received by IELTS today, the views and opinions of candidates sitting for the test have seldom been looked into. Thus, this research is focused on examining the perception of Kolej MARA Banting candidates on the IELTS test. Consequently, a 9 item questionnaire on perception was given to 20 participants prior to and after sitting for the IELTS test. The data gathered was evaluated using t- test analysis to investigate the comparative differences among the learners’ perception prior to and after sitting for the test. Results proclaimed that candidates obtained a notably more positive perception after the test. Hence, some implications are made for all stakeholders especially those learners who are planning to take the test, educational organizations that are overseeing IELTS preparatory programs, educators who aspire to train candidates in such programs and administers of the test.
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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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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 developers of this course designed a syllabus based on a needs analysis to cater to the specific needs of the candidates, which would not only improve their test-taking strategies but also develop their writing skills. Adopting the Test, Teach, Re-test method, a diagnostic test was conducted initially, followed by teaching interventions and post-tests. Interviews with teachers, feedback from students, a comparison of diagnostic test scores with exit level scores, and the use of corpus linguistic methods to examine lexicogrammatical features were carried out to determine the effectiveness of the online course. The results indicated that those students who were not motivated performed poorly, whereas the high achievers were those who engaged in self-study and were, to some extent, autonomous learners. This paper contributes to our understanding of the effectiveness of short-term online language classes for Omani learners as well as provides some recommendations for improving the design and delivery of such courses.
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Dooey, Patricia. "Language testing and technology: problems of transition to a new era." ReCALL 20, no. 1 (2008): 21–34. http://dx.doi.org/10.1017/s0958344008000311.
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AbstractTechnological advances have revolutionised methods of both teaching and testing in languages, and practitioners have eagerly embraced the opportunity to provide more innovative ways of doing this. The unique features offered by technology make it increasingly possible to test for a wide range of language skills required for a specific purpose. With the increasing need to test for English language proficiency and the importance placed on this facility, technology is being utilised to address issues of practicality, speed and efficiency. However, such advantages should not be embraced without due consideration for the essential qualities of any test; validity and reliability. With the inevitable shift towards computer-based testing, certain areas need special consideration. While computer-based tests can provide constructive diagnostic information to complement the language learning process, they should be used more selectively in other contexts, for example in high-stakes tests, examples of which are International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL). These tests provide an assessment of English language proficiency, a key component of university admissions criteria. This paper examines a number of issues related to the design and application of computer-based tests, with particular reference to construct validity, computer familiarity and practicality. It is recommended that in the short term at least, test-takers be offered the choice of test medium in the interests of fairness and equity.
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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 practicing graph description of visual information. Based on the curriculum a new syllabus has been drafted that provides further distribution of thematic, lexical and grammatical material given the specific nature of graphical material. The authors propose a two-stage teaching approach and methodological algorithm about how to work out exam strategies and form the required exam competences. The article highlights the outcomes and the challenges that are likely to arise when implementing the approach suggested by the authors. The proposed methodology can be used as a part of general foreign language training.
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Khoshsima, Hooshang, Amin Saed, and Fatemeh Mousaei. "Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus." Advances in Language and Literary Studies 9, no. 2 (2018): 4. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.4.
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Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS) or Teaching English as a Foreign Language (TOEFL), play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001). Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.
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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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Ahmadi Shirazi, Masoumeh. "For a Greater Good: Bias Analysis in Writing Assessment." SAGE Open 9, no. 1 (2019): 215824401882237. http://dx.doi.org/10.1177/2158244018822377.
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Threats to construct validity should be reduced to a minimum. If true, sources of bias, namely raters, items, tests as well as gender, age, race, language background, culture, and socio-economic status need to be spotted and removed. This study investigates raters’ experience, language background, and the choice of essay prompt as potential sources of biases. Eight raters, four native English speakers and four Persian L1 speakers of English as a Foreign Language (EFL), scored 40 essays on one general and one field-specific topic. The raters assessed these essays based on Test of English as a Foreign Language (TOEFL) holistic and International English Language Testing System (IELTS) analytic band scores. Multifaceted Rasch Measurement (MFRM) was run to find extant biases. In spite of not finding statistically significant biases, several interesting results emerged illustrating the influence of construct-irrelevant factors such as raters’ experience, L1, and educational background. Further research is warranted to investigate these factors as potential sources of rater bias.
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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, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.
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Ojha, Laxmi Prasad. "World Englishes, Monolingual Bias, and Standardized Tests in a Multilingual World: Ideologies, Practices, and the Missing Link." Journal of NELTA 27, no. 1-2 (2022): 88–105. http://dx.doi.org/10.3126/nelta.v27i1-2.53197.
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As English continues to spread as an international lingua franca, there is a growing diversity in its use around the world. As a result, there are calls for embracing the diversity in the teaching, learning and assessment of the language. At the same time, there is a growing criticism against the widely taken language tests such as the Test of English as a Foreign Language (TOEFL) and The International English Language Testing System (IELTS) for being guided by the pervasive ideology of monolingual native speakerism and devaluing the multilingual speakers and the multiple varieties of Englishers. Against this backdrop, this conceptual paper focuses on the influence of the World Englishes movement on these so-called standardized tests and critically examines how the existing assessment practices fail to represent the multilingual repertoires and actual language practices of the diverse range of test-takers around the world. Based on the critical analysis of relevant literature on World Englishes, the paper highlights the progress, challenges and possibilities for incorporation of more diverse models of language tests in a translingual world that we live in today.
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Grickevich, Julia, Svetlana Luk’janova, Larisa Popkova, and Anastasija Jakovleva. "NATIONALLY-ORIENTED APPROACH TO THE COMMUNICATIVE COMPETENCE DEVELOPMENT IN THE PROCESS OF TEACHING FOREIGN LANGUAGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 395. http://dx.doi.org/10.17770/sie2020vol5.4951.
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The article is devoted to the conceptualization of the possibilities of a nationally-oriented approach in the development of communicative competence, particularly of sociocultural competence, in the process of teaching foreign languages. The article dwells upon the interdependence of students' national characteristics, the degree of tolerance to ambiguity and the results of language testing. The theoretical basis are works on the methodology of teaching foreign languages related to the development of communicative competence, as well as to the concept of “tolerance to ambiguity”. The authors of the article determine the ways, means, methods of forming the proper level of tolerance to ambiguity, and therefore, a tolerant attitude to the values of the carriers of another culture. Experimental data were obtained in the course of work with groups of Chinese and Turkmen students studying Russian as a foreign language at Pskov State University, as well as with the groups of Russian-speaking school graduates who took mock International English Language Testing System [IELTS] in St. Petersburg, Novosibirsk and Pskov. A nationally-oriented approach in teaching foreign languages should be prioritized not only at the stage of preparation for language testing, but also in the development of test materials.
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Al-Ahdal, Arif Ahmed Mohammed Hassan, and Yasamiyan Alolaywi. "Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study." F1000Research 11 (September 20, 2022): 1070. http://dx.doi.org/10.12688/f1000research.123094.1.
Full textAbstract:
Background: In language learning, reading is a skill that enables interaction with a text in whatever field of knowledge the learner is pursuing. Readers tend to use strategies such as comprehension, interpretation and conception of decoding written language and texts to enhance their reading capacity. This research explores the reading strategies applied by Saudi English as a Foreign Language (EFL) learners and compares the reading abilities of male and female EFL students. Methods: The study interviewed three EFL students about the reading strategies they applied while reading passages and texts. Then an International English Language Testing System (IELTS) reading test was handed over to 26 randomly selected students. Results: The study found that the reading strategies used by the students interviewed involved skimming, scanning, guessing the meaning from context, identifying the mean idea, and summarizing the body of the text in question. Moreover, the study revealed that both male and female students scored low in the IELTS tests that the researchers conducted. The average mean score they reached was 7.15 out of 20. However, even in the low scoring ratio, female students (M=7.69) outperformed male students (M= 6.62) and the difference between them remained significant, P=.000. Conclusions: The study recommends that the language instructors help EFL learners in developing their reading strategies and applying them every time they read any text.
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Al-Ahdal, Arif Ahmed Mohammed Hassan, and Yasamiyan Alolaywi. "Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study." F1000Research 11 (November 8, 2022): 1070. http://dx.doi.org/10.12688/f1000research.123094.2.
Full textAbstract:
Background: In language learning, reading is a skill that enables interaction with a text in whatever field of knowledge the learner is pursuing. Readers tend to use strategies such as comprehension, interpretation and conception of decoding written language and texts to enhance their reading capacity. This research explores the reading strategies applied by Saudi English as a Foreign Language (EFL) learners and compares the reading abilities of male and female EFL students. Methods: The study interviewed three EFL students about the reading strategies they applied while reading passages and texts. Then an International English Language Testing System (IELTS) reading test was handed over to 26 randomly selected students. Results: The study found that the reading strategies used by the students interviewed involved skimming, scanning, guessing the meaning from context, identifying the mean idea, and summarizing the body of the text in question. Moreover, the study revealed that both male and female students scored low in the IELTS tests that the researchers conducted. The average mean score they reached was 7.15 out of 20. However, even in the low scoring ratio, female students (M=7.69) outperformed male students (M= 6.62) and the difference between them remained significant, P=.000. Conclusions: The study recommends that the language instructors help EFL learners in developing their reading strategies and applying them every time they read any text.
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Fitria, Tira Nur. "Students’ preparation in IELTS Writing Task 1: How to write a summary of visual information." LingTera 11, no. 1 (2024): 39–55. http://dx.doi.org/10.21831/lt.v11i1.59520.
Full textAbstract:
The International English Language Testing System (IELTS) Writing Task 1 is used to test participants' ability to select and report main ideas, describe and compare data, identify trends in factual information, or describe a process. This research describes the types of questions in IELTS Writing Task 1 and how to write a summary of visual information usually in the form of a graph, chart, or diagram in IELTS Writing Task 1. This research uses a descriptive qualitative approach. The analysis shows that IELTS Academic Writing Task 1 emphasizes graph interpretation and analysis. In this activity, verbal proficiency must be multiplied by the ability to comprehend and represent information as graphs (graphicacy). The provided information may be directly reflective of what we see (as in pictures or drawings) or more abstract, such as spatial (maps, plans, and diagrams) or numerical (charts, graphs, and tables) information (as in tables and graphs. There are several types of IELTS Writing Task 1, for example, pie charts, bar charts, bar graphs, line graphs, tables, maps, diagram processes, line and bar charts, also pie and bar charts. Each form of data visualization has its way of describing it. To complete the IELTS Writing Task 1, participants are required to write a minimum of 150 words of writing or an essay. We can divide the number of words into 3 paragraphs (introduction, body, and conclusion) to make it easier to write an essay according to the data presented. The IELTS Writing Task 1 can be fairly challenging, particularly if we have not prepared. Overcoming these challenges requires good preparation, consistent practice, and a deep understanding of the IELTS format, structure, and requirements.