Abstract
Being driven by the hypothetico-deductive mode of inquiry, previous studies have tested the effectiveness of theory-driven interventions under controlled experimental conditions to come up with universally applicable generalizations. To make a case in the opposite direction, this data-driven study aims at uncovering techniques and strategies experienced teachers use in developing IELTS candidates’ writing skill rather than testing the effect of externally imposed interventions. Following the constructivist grounded theory procedures, participants’ perspectives on techniques of teaching writing in IELTS preparatory courses were theoretically sampled through open-ended interviews. Iterative data collection and analysis revealed techniques such as exposing candidates to sample answers, teaching grammar and vocabulary as a prerequisite to writing, teaching prefabricated patterns, raising candidates’ awareness of scoring criteria, teaching discourse markers, and encouraging learners to develop their content knowledge. The findings have clear implications for both test takers who look for effective techniques of developing their writing skills and practitioners who strive to develop candidates’ writing skills in IELTS preparatory courses.
Highlights
Being practitioners ourselves, we read the latest theoretical perspectives and empirical findings to develop our teaching skills in running IELTS preparatory courses
Abstraction and conceptualization of teachers’ perspectives on teaching writing in IELTS preparatory course uncovered a set of strategies that seasoned teachers use to prepare IELTS candidates for writing tasks
Some of the emerged techniques have withstood the test of time because their contribution to improving performance in IELTS writing tasks have been tested under controlled conditions
Summary
We read the latest theoretical perspectives and empirical findings to develop our teaching skills in running IELTS preparatory courses. Being driven by the experimental mode of research, none of the previous studies explored seasoned practitioners’ perspectives on teaching writing to IELTS candidates To fill in this gap, this study aims at uncovering the techniques and strategies implicit in the practice of experienced EFL teachers by theoretically sampling their perspectives and abstracting and conceptualizing them through the coding schemes of grounded theory. The findings of the study are significant in that they add to the body of knowledge on teaching writing since they theorize practitioners’ perspectives which complement the findings of theory-driven studies They are significant in that do they provide practitioners teaching writing to IELTS candidates with down-to-earth techniques and strategies, they provide IELTS candidates with clear guidelines and strategies on how to develop their writing skill and improve their band score in IELTS
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