The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course

Abstract

Abstract Preparation for university entrance tests now forms a significant part of international English language pedagogy, with considerable numbers of learners aiming to study abroad requiring supportive instruction. This important learning stage underpins subsequent experiences and requires further investigation, if later challenges faced by international university students are to be understood. This paper’s Japan-based research included observing an entire intensive IELTS preparation course (N = 12 students) over a five-week period. Additionally, two instructors and seven learners were interviewed, and forty homework essays collected. Pedagogical approaches, participant perspectives and the test preparation process itself are described in depth. Thematic analysis of qualitative data indicated three key findings. First, a think-plan-write essay model may improve students’ performance under timed test conditions, if supported by classroom exercises on lexis, grammar and structure. Second, introducing unfamiliar academic writing structures using model answers and increasing test knowledge (particularly using simplified rubrics) helped clarify expectations of western-style writing. Third, test preparation should be broader than increasing score gains alone; introducing academic writing is a justified and viable objective of preparation courses.