scholarly journals Workshop International English Language Testing System (IELTS) bagi Mahasiswa dan Alumni Fresh Graduate Fakultas Teknik Gowa Universitas Hasanuddin

2020 ◽  
Vol 3 (2) ◽  
pp. 35-41
Author(s):  
Fauzan Djamaluddin
Keyword(s):  
English Language ◽  
Language Testing ◽  
Testing System ◽  
International English

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%

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 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.

IMPROVING IELTS LISTENING SKILLS FOR ATC STUDENTS OF BANKING ACADEMY

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Nguyen Thi Thuy ◽  
Nguyen Thi Minh Hang
Keyword(s):  
Higher Education ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Testing ◽  
Testing System ◽  
Listening Skills ◽  
English Major ◽  
International English

The International English Language Testing System (IELTS) has long been known as one of the well-trusted measuresto assess the language profficiency of a learner. As such, it iswidely used in many higher education institutions as an outcomestandard for their students and Banking Academy (BA) is notan exception. In order to sucessfully graduate, ATC students(English-major students) of Banking Academy have to obtain anoverall bandscore of at least 6.0.IELTS Listening is considered by many learners as the mostchallenging skills as lots of efforts and time are required if learnerswish to make much progress in Listening.This paper looks at some typical listening difficulties faced bylearners and offer some suggestions to help learners achieve theirtargets.

scholarly journals Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context

2017 ◽  
Vol 9 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Nick Pilcher ◽  
Kendall Richards
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
International Student ◽  
English Language ◽  
Language Testing ◽  
Testing System ◽  
International Student Recruitment ◽  
Subject Areas ◽  
The Subject ◽  
International English

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.

scholarly journals NATIONALLY-ORIENTED APPROACH TO THE COMMUNICATIVE COMPETENCE DEVELOPMENT IN THE PROCESS OF TEACHING FOREIGN LANGUAGES

2020 ◽  
Vol 5 ◽  
pp. 395
Author(s):  
Julia Grickevich ◽  
Svetlana Luk’janova ◽  
Larisa Popkova ◽  
Anastasija Jakovleva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Testing ◽  
Foreign Languages ◽  
Testing System ◽  
State University ◽  
National Characteristics ◽  
International English ◽  
Oriented Approach

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. 

Sign in / Sign up

Export Citation Format

Share Document