Abstract
IELTS is popular in Vietnam thanks to its reliability and applicability. Writing task 2 has been acknowledged to be the most challenging for IELTS learners. However, in Vietnam, not much research has attempted to investigate in an in-depth manner as to what are the problems, causes, and consequently the suggestions of such a notion. The research hence aims to investigate the phenomenon in a more thorough, empirical manner. To this end, the study employed the participation of 205 IELTS learners from two language centers in Ho Chi Minh city to provide their opinions regarding the problems, causes, and recommendations deemed the most pressing, acute, and beneficial, respectively. With convenience sampling and survey being the chosen research design, the research was quantitative in nature, producing numerical data as a result. Further analysis conducted via comparing the means of the items listed in the questionnaire yielded based on the IELTS band descriptors managed to discover a series of problems, causes, and suggestions considered the most relevant to the Vietnamese learners concerning IELTS writing task 2. The research thus served as the basis for teachers and learners of IELTS writing task 2 to identify the recurrent issues and provide relatable approaches.
Highlights
Background of the study The International English Language Testing System (IELTS) has significantly developed and is witnessing a rise in popularity, especially in Vietnam (Nguyen & Tran, 2018)
This study aims to investigate learners’ problems in IELTS Writing Task 2 and identify their causes, suggesting appropriate solutions to the aforementioned
As stated prior, this paper aimed to explore the problems which Vietnamese learners faced in terms of IELTS Writing Task 2, together with the associated causes and practical suggestions on how to overcome those issues
Summary
Background of the study The International English Language Testing System (IELTS) has significantly developed and is witnessing a rise in popularity, especially in Vietnam (Nguyen & Tran, 2018). It assesses candidates' English proficiency to verify whether they are qualified for higher academic study, with English being the language of instructions (Clapham, 1996). Globalization is a booming trend, resulting in international corporations establishing branches in foreign countries (Kordos & Vojtovic, 2016) This is why employees in Vietnam are required to be able to communicate in English, and IELTS is one of the examinations that can confirm this. It is sufficient to say that are students attracted to IELTS, but adults find IELTS an irresistible opportunity to enhance their careers
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