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. 

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 Gaining proficiency in the reading module in IELTS: A study on the efforts of Bangladeshi students

2010 ◽  
Vol 2 (3) ◽  
pp. 125-140 ◽  
Author(s):  
Sabrina Ahmed Chowdhury
Keyword(s):  
Key Words ◽  
Present Article ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Limited Resources ◽  
Testing System ◽  
English Speaking ◽  
Training Programmes ◽  
International English

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

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 Language Practitioners’ Reflections on Method-based and Post-method Pedagogies

2017 ◽  
Vol 10 (5) ◽  
pp. 234 ◽  
Author(s):  
Abdul Fattah Soomro ◽  
Mansoor S. Almalki
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
English Language ◽  
Small Scale ◽  
Teaching English ◽  
Strategic Framework ◽  
Learning And Teaching ◽  
The World

Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.

Counting and dis-counting learner group variation

2002 ◽  
Vol 12 (1) ◽  
pp. 77-94 ◽  
Author(s):  
Chris Davison ◽  
Penny McKay
Keyword(s):  
English Language ◽  
Language And Literacy ◽  
Care Needs ◽  
Valuable Component ◽  
Learning And Teaching ◽  
Group Variation ◽  
English Speaking ◽  
National Literacy ◽  
Esl Learners ◽  
Or Benchmarks

Australia is a multilingual multicultural country with an impressive record of educational provision for students from language other than English (LOTE) backgrounds. The recent widespread development of common standards and benchmarks in English language and literacy in schools can be seen as a valuable component of this provision. However, care needs to be taken to avoid projecting a false picture of linguistic homogeneity by ignoring variation between English-speaking background (ESB) and English as a Second Language (ESL) learner groups. This paper demonstrates how the recent introduction of national Literacy Benchmarks, unlike the earlier development of curriculum and standards frameworks, has dis-counted ESL achievement by failing to take sufficient account of learner variation. Problems have also occurred in balancing the conflicting motivations for benchmarking: assessment, accountability and education, which result in different “standards” for standard-setting being assumed by the various stakeholders. The paper concludes that real accountability and progress in ESL learning and teaching can only be shown effectively through the use of a complementary but distinctive set of standards or benchmarks for ESL learners at different stages of schooling.

DEVELOPMENT OF ENGLISH LANGUAGE IN THE HISTORICAL DISCUSSION AND FORMATION OF GROUPS OF ENGLISH COUNTRIES

2018 ◽  
pp. 15-18
Author(s):  
Iryna Zvarych
Keyword(s):  
Language Development ◽  
Cultural Context ◽  
English Language ◽  
Important Place ◽  
Language History ◽  
Language Of Science ◽  
The World ◽  
Modern Business ◽  
English Speaking ◽  
The Right

The languages history development is a continuous, long and creative process, without sharp jumps or rapid transformations. Usually, a long period of the language development is divided into short parts of history periods, because in the study process of any language history, it is impossible to do without a such division. The periodization, which is offered by linguists, may seem artificial. And it’s quite obvious, because every period of language history development has its special qualitative features, usually the structure, which gives the right to explore a certain period of its historical development. Nowadays, the English language is taught in many countries of the world, as at the secondary school and also at Higher Learning Institutions, it has a priority in modern business relations. English is the international language today, it’s the most widespread in the world, it’s the native language for more than 400 million people and it’s the second language for 300 million. English is the language of commerce and business. English has a very important place as the language of diplomacy, trade and business in many countries. It’s the language of science and technology. Today all instructions and applications for new gadgets are written in English. Scientific reports, articles, reports are published in English. Moreover 90% of Internet resources are English-speaking. The vast majority of information in all spheres – science, sports, news, entertainment - is published in English. It’s the language of youth culture. There are a lot of American actors, actresses, musicians are still very popular today. The English language has one of the richest vocabulary stocks in the world with simple grammar. The words themselves are drawn to each other, forming concise and understandable sentences. This article deals with the patterns of the English language development in the historical and socio-cultural context, the improved approach to groups formation of the English-speaking countries.

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.

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