scholarly journals AUTHENTICITY AND VALIDITY OF THE IELTS WRITING TEST AS PREDICTOR OF ACADEMIC PERFORMANCE

2021 ◽  
Vol 4 (1) ◽  
pp. 105
Author(s):  
Arham Mauriyat
Keyword(s):  
Predictive Validity ◽  
English Language ◽  
Real Life ◽  
Testing System ◽  
Relevant Research ◽  
Academic Tasks ◽  
Writing Test ◽  
The World ◽  
And Migration ◽  
International English

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.

scholarly journals Estudio comparativo de la prueba de redacción académica IELTS por escrito frente a la realizada en computadora en participantes de IELTS de inglés como lengua extranjera en la Universidad de Teherán

2021 ◽  
Vol 12 (2) ◽  
pp. 1-22
Author(s):  
Mehdi Dastpak ◽  
◽  
Mohammad Javad Riasati ◽  
Mohammad Sadegh Bagheri ◽  
Ehsan Hadipour ◽  
...  
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Placement Test ◽  
Testing System ◽  
Writing Test ◽  
Lexical Resource ◽  
Computer Based ◽  
The Impact ◽  
Writing Sample ◽  
International English

The current study is an attempt to investigate whether learners perform differently on paper or on the computer in the International English Language Testing System (IELTS) writing test, in terms of Task response/achievement, coherence/cohesion, lexical resource, grammatical range and accuracy. In addition, it explores whether the candidates’ computer familiarity are different in paper or computer groups. To this end, a total number of 108 candidates were selected out of 144 based on the results of the Oxford Placement Test (OPT) in Tehran University, Iran. To gather the data, a retired IELTS academic writing sample and a computer familiarity questionnaire were administered. The participants were divided into two equal groups. In the Paper Mode (PM) group, students were given the test to write conventionally on paper. In the other, Computer Mode (CM) group, the students were given the same test; but were asked to type the test in the computer provided for them in their class. Also, all the participants took the computer familiarity questionnaire. The gathered data were analyzed through the Independent samples t-test. The findings reveal significant differences between paper-based and computer-based modes in both writing tasks. Moreover, the analysis of the questionnaire shows the impact of the candidates’ computer familiarity on their writing performance.

scholarly journals Can We Find the Washback Effects of International English Language Testing System on IELTS Learners?

LEKSIKA ◽  
2018 ◽  
Vol 12 (1) ◽  
pp. 15
Author(s):  
Diki Riswandi ◽  
Didik Tri Wahyudi
Keyword(s):  
Qualitative Analysis ◽  
Standardized Tests ◽  
English Language ◽  
Learning Processes ◽  
Testing System ◽  
Learning And Teaching ◽  
Library Research ◽  
The World ◽  
English Speaking ◽  
International English

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. 

IELTS READING AND SOME TECHNIQUES TO IMPROVE IELTS READING SKILLS FOR STUDENTS

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dinh Thi Bac Binh ◽  
Dinh Thi Kieu Trinh
Keyword(s):  
English Language ◽  
Reading Skills ◽  
Language Testing ◽  
Training Institution ◽  
Testing System ◽  
Time Saving ◽  
International English

The International English Language Testing System (IELTS) is recognized as an accountable tool to assess whether aperson is able to study or train in English. Every year, thousandsof students sit for IELTS. However, the number of those who arerecognized to be capable enough to take a course in English issomehow limited, especially for those who are not major inEnglish at their universities.IELTS Reading is considered as a discerning skill and it is of theequal importance to listening, speaking and writing in obtainingthe objectives of IELTS of band 6 or 6.5. Being teachers of Englishat a training institution, the authors recognize that students canmake time-saving improvements in their reading command undertheir teachers’ insightful guidance.

scholarly journals Knowledge, Education, and Attitudes of International Students to IELTS: A Case of Australia

2015 ◽  
Vol 5 (4) ◽  
pp. 488-500
Author(s):  
Abe W Ata
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Considerable Effect ◽  
Testing System ◽  
Language Test ◽  
Negative Attitudes ◽  
Testing Environment ◽  
Language Learning Motivation ◽  
International English

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.

scholarly journals DECONSTRUCTING COMPREHENSIBILITY

2012 ◽  
Vol 34 (3) ◽  
pp. 475-505 ◽  
Author(s):  
Talia Isaacs ◽  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
English Language ◽  
Oral Proficiency ◽  
Testing System ◽  
Esl Teachers ◽  
Lexical Richness ◽  
Ability Levels ◽  
Communicative Success ◽  
High Level ◽  
International English

Comprehensibility, a major concept in second language (L2) pronunciation research that denotes listeners’ perceptions of how easily they understand L2 speech, is central to interlocutors’ communicative success in real-world contexts. Although comprehensibility has been modeled in several L2 oral proficiency scales—for example, the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS)—shortcomings of existing scales (e.g., vague descriptors) reflect limited empirical evidence as to which linguistic aspects influence listeners’ judgments of L2 comprehensibility at different ability levels. To address this gap, a mixed-methods approach was used in the present study to gain a deeper understanding of the linguistic aspects underlying listeners’ L2 comprehensibility ratings. First, speech samples of 40 native French learners of English were analyzed using 19 quantitative speech measures, including segmental, suprasegmental, fluency, lexical, grammatical, and discourse-level variables. These measures were then correlated with 60 native English listeners’ scalar judgments of the speakers’ comprehensibility. Next, three English as a second language (ESL) teachers provided introspective reports on the linguistic aspects of speech that they attended to when judging L2 comprehensibility. Following data triangulation, five speech measures were identified that clearly distinguished between L2 learners at different comprehensibility levels. Lexical richness and fluency measures differentiated between low-level learners; grammatical and discourse-level measures differentiated between high-level learners; and word stress errors discriminated between learners of all levels.

scholarly journals Critically Examining Perceptions of Different Englishes in the IELTS Speaking Section: Who Decides What is Acceptable?

2021 ◽  
Vol 3 (4) ◽  
pp. 08-15
Author(s):  
Colin Michell
Keyword(s):  
Focus Group ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Language Testing ◽  
English Language Proficiency ◽  
Testing System ◽  
Native Speakers Of English ◽  
Fit For Purpose ◽  
International English

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.

scholarly journals Teaching International English Language Testing System (IELTS) Academic Writing and Exam Strategies Online to Develop Omani Students’ Writing Proficiency

2021 ◽  
Author(s):  
Radhika Lakshmi Sankara Narayanan ◽  
Priya Mathew
Keyword(s):  
Diagnostic Test ◽  
Academic Writing ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Testing ◽  
Test Method ◽  
High Achievers ◽  
Testing System ◽  
International English

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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