International English Language Testing System Test Research Articles

IELTS Writing Test: Improving Cardinal Test Criteria for the Bangladeshi context

International English Language Testing System (IELTS) has become a widely used and globally accepted test for non-natives. It is conducted at more than a thousand centres in at least 130 countries (British Council, 2016), including 12 centres in Bangladesh (“Take IELTS test in or nearby Dhaka”, 2018). It also encompasses all four independent skills of the English language. Due to its popularity and effectiveness as a test, it is important to focus on assessment procedures of IELTS Writing tasks in the Bangladeshi context which is inconsistent with cardinal test issues. Thus, this article provides critical commentary on the IELTS writing test based on five cardinal issues for a proper test: reliability, validity, practicality, authenticity, and washback in connection with Bangladeshi as well as other similar ESL contexts. The documentary analysis of this article may help further research to enhance the utility of the IELTS writing test to measure ESL writing competence in a global context as an international test.

Predicting international students' clinical and academic grades using two language tests (IELTS and C-test): A correlational research study

Academic English tests are used to ascertain if international English as a Second Language nursing students have sufficient language skills to commence their nursing degrees, and later, if they have sufficient English for nursing registration. However, an academic English test may not be appropriate for clinical contexts. This study examines the relationship between two types of English test and the performance of forty-nine undergraduate international nursing students in both their first year of theory-centred academic topics and practice-centred clinical topics. An academic English test, called the International English Language Testing System (IELTS), and a general English proficiency/processing speed test using a variation of the cloze-test (C-test) format were administered at the commencement of the students' course of study. At the end of one year, grade percentages were collected. It was found that both the IELTS test and the C-test were significantly correlated to both types of topic, albeit with different patterns. The two English tests were also tested for similarities in the constructs they measured, with a significant overlap found. The implications are to rethink the way English tests are applied to entry in university degrees involving a clinical component and, by extension, to direct universities to rethink how nursing students are supported during their degree. The question is also raised about the practice of using academic English tests for professional nursing registration purposes. The benefits of the two testing approaches are also considered, particularly the large differences in monetary outlay and time found between the two tests, given their performance in explaining the variance in grade outcomes.

INVESTIGATING THE VIETNAMESE EFL LEARNERS’ AFFECTIVE AND COGNITIVE ATTITUDES TOWARDS THE IELTS LISTENING TEST

The sustainable societal development generates the growing demand of Vietnamese EFL learners who would like to study abroad and one of the most popular English language proficiency test to be eligible for overseas universities is the International English Language Testing System (IELTS). Consequently, the focus of language systems has been emphasized within the context of teaching and learning English in Vietnam, particularly in foreign language centers in Vietnam. Of the four language skills, listening has been considered as the most widely used language skill which has drawn a lot of attention from many researchers due to its primary importance in second language acquisition and learning (Rubin, 1994). The time we spent on listening exceeds the time spent on speaking, reading, and writing. However, its great importance has just received recognition lately as a tool to facilitate learners’ language learning (Vandergrift & Goh, 2012). A number of studies have been conducted to examine the validity of the IELTS test along with figuring out the relationship between the IELTS practice courses and learners’ performance (Ata, 2015). Nevertheless, few empirical studies on the Vietnamese EFL learners’ attitudes towards the IELTS listening test were carried out. Therefore, this study is conducted for the purpose of filling the gap in the literature in the local context of teaching and learning the IELTS test in Vietnam. Thus, the research aims at examining the Vietnamese EFL learners’ attitudes towards the areas of the test that learners have positive affection, their perceptions of challenges of taking the IELTS listening test.

The Effect of Mock Tests on Iranian EFL learners’ Test Scores

The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015) believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007). Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS) preparation courses on students’ overall IELTS scores. Fifty one IELTS students were selected non-randomly through the quota sampling approach out of 76 students at Mahan Language Institute in Birjand, Iran. These participants were distributed into Group 1 (n=25) and Group 2 (n=26). A complete IELTS test was administered to ensure that the Groups were homogeneous and to serve as pretest. After 10 sessions of intervention, a different IELTS test was administered as posttest. The results of between subject analysis through independent samples t-test revealed that using Mock tests in the IELTS preparation courses can positively affect the participants scores on IELTS exam. Pedagogical implications are discussed.

Investigating washback to the learner from the IELTS test in the Japanese tertiary context

This study investigated the consequential validity of the International English Language Testing System (IELTS) Academic exam, specifically focusing on washback upon learners’ test preparation strategies and score gain, and the mediating factors influencing washback when learners in an EFL context are not enrolled in test preparation courses. Two IELTS Tests were administered to 190 undergraduates at a Japanese university over a 1-year period. A survey instrument was used to collect data about test preparation strategies for both tests. Test scores were compared to assess score gain. Interviews were conducted with 19 participants to investigate the factors mediating washback. Test results revealed a significant increase in speaking ability, with more significant increases in speaking and listening for participants who reported preparing more intensely for the test. Survey results showed that students focused significantly more on speaking and writing, and significantly less on reading, when preparing for the second test, and those who prepared most intensely also focused significantly more on listening. A qualitative analysis of the interview data revealed a complex array of factors related to learner perceptions and their access to resources, which are highly dependent on learners’ sociocultural and educational context, and which shape washback to the learner. The IELTS Test created positive washback on learners’ language ability and test preparation strategies, specifically regarding productive skills, which learners in the study context had neglected in their previous language study. However, a range of mediating factors must be addressed in order to ensure positive washback in EFL contexts and in the absence of instruction.

Developing the assessment literacy of university proficiency test users

The rapidly increasing use of English language proficiency test scores by universities around the world to select international students has resulted in a range of admissions, marketing, academic and teaching support staff interacting with the tests in different ways. To date, there has been little research investigating the assessment literacy needs of these test score users. This article focuses on a study into the nature of these needs, how well they are currently being met and how they might be best addressed in the future. Data about these questions in relation to the most widely accepted test in Australian universities, IELTS (International English Language Testing System), were collected from an online survey completed by 50 members of staff who used the test in their work and from follow-up interviews with 15 of these survey respondents. The results indicated that the participants mostly needed information about IELTS for advising prospective students about English language entry requirements and making admissions decisions. They mainly focused on the minimum test scores required for entry and believed their informational needs were reasonably well met by their institution’s entry regulations and the IELTS official website. The most popular methods for learning about the IELTS test were information sessions and online tutorials. The results and their implications are discussed in detail.

Investigating Performance and Difficulty of Korean University Students’ L2 Writing on IELTS Tests

Investigating Performance and Difficulty of Korean University Students’ L2 Writing on IELTS Tests Yanghee Kim (Daegu University) This study examined the Korean university students' difficulties while preparing for the writing section on International English Language Testing System (IELTS) tests. It also investigated the suggestions for these students to improve their writing skills. Data was collected by reviewing the participants’ writing samples, and conducting open-ended surveys, and interviews. This study found five main categories: (1) Background knowledge building; (2) Idea development; (3) Vocabulary; (4) Grammar; and (5) Writing experiences. These categories explain that when the participants complete the academic writing Task 2 on the IELTS test, background knowledge about the topic played an important role in generating content. They faced many difficulties with using appropriate vocabulary and grammar. In addition, these students’ writing practices and experiences were important for them to complete the task successfully. This study also provided the suggestions for improving students’ writing skills and pedagogical implications for writing teachers.