Abstract
High-stakes language tests are used around the world as a gatekeeping tool under the internationalization of higher education. However, the predictable aspect of the high-stakes language tests is seldom discussed, especially from students’ perspectives. This study aims to address this gap by aiming to better understand how certain factors and conditions contribute to the predictability issue of IELTS from students’ perspectives within a high-stakes context. This study used a mixed method approach to investigate the views and experiences of students within a Sino-UK joint college. The data collection was in two concurrent strands: online survey and group interviews. Findings suggested that IELTS can impact students negatively by narrowing their English learning scope, driving them into self-isolated way of study, doing repeated test-taking and buying predicted answers. Implications related to language test preparation are discussed in light of the findings.
Highlights
This study will examine the impact of an international English language test on students in the context of internationalisation of higher education
This sub-section is divided into two aspects: test preparation materials and students’ other test preparation activities, including International English Language Testing System (IELTS) training courses and other test-preparation activities
Materials used in test preparation The data from both the group interviews and the online survey indicated a significant use of past papers among students in their IELTS preparation
Summary
This study will examine the impact of an international English language test on students in the context of internationalisation of higher education. The research’s aim is to look into students’ experiences and perspectives of International English Language Testing System (IELTS). For students in our research sample, IELTS is a determining factor in whether they can enter their second-year courses with English as the medium of instruction and obtain the degree from the UK university; its consequences on students’ learning are significant. Insufficient research has been carried out with regard to the impact of testing from the perspective of test-takers (Tsang & Isaacs, 2021; Elwood et al, 2017; Tsagari 2013), especially Chinese students (Dong, 2019). This study, gathering and analysing data (2022) 12:2 using a mixed method approach, throws new light on the perspectives of students
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