International English Language Testing System Research Articles

Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking

This study delves into the complex interplay between foreign language (L2) speaking growth mindset, self-efficacy, self-regulation, and speaking performance of 251 English as a Foreign Language (EFL) learners enrolled in International English Language Testing System (IELTS) speaking courses. The study utilized adapted scales for growth mindset, self-efficacy, and self-regulation, coupled with IELTS speaking assessments. Initial measurement models underwent adjustments, ensuring satisfactory convergent and divergent validity. Structural Equation Modeling (SEM) uncovered significant direct and indirect effects, with the hypothesized model outperforming alternative pathways. The discussion highlights key findings, emphasizing the direct positive influence of growth mindset and self-efficacy on L2 speaking performance. Additionally, self-regulation emerged as a crucial mediator, facilitating the translation of a growth mindset and self-efficacy into enhanced speaking proficiency. These insights underscore the importance of cultivating a growth mindset, self-efficacy, and self-regulation in language learning contexts to optimize L2 speaking outcomes.

Kahoot! as a Pedagogical Tool in IELTS Writing Instruction: A Qualitative Analysis of Gamified Learning Strategies

Writing is one of the four primary skills assessed in the International English Language Testing System (IELTS). Its inherent complexity often leads to student anxiety and difficulties. Recognizing the need for innovative teaching and assessment methods incorporating technology, this study investigates the interactive game Kahoot! in an IELTS writing course in Pare, Kediri. Despite evidence supporting its effectiveness, Kahoot!'s integration into academic writing still needs to be improved. This research aims to evaluate how Kahoot! Enhances students' fluency in academic writing within an IELTS context and identifies factors influencing this relationship. Conducted through a qualitative, descriptive case study approach, the study involves English teachers and their students who use Kahoot! in academic IELTS writing classes. Findings indicate that Kahoot! Primarily aids in understanding writing tasks by simplifying data complexity and integrating it into engaging game features, thus enhancing learning engagement and task response. Key factors contributing to improved writing responses include the simplicity of visual presentation, the competitive nature of the game, and the resulting enjoyment. This suggests that Kahoot! can effectively create a dynamic and enjoyable learning environment, potentially improving academic writing performance in IELTS courses.

From perception to performance: To establish the level of influence of prior knowledge on the scores of the reading section of the International English Language Testing System (IELTS) of B1 level students of a public university in Ecuador

The general objective of this article is to determine whether the perceptions of B1 level students at a public university in Ecuador about their prior knowledge influence their scores in the reading section of the International English Language Testing System (IELTS). The type of research was mixed, since numerical data were collected quantitatively and then generalized, and through a qualitative study important aspects were examined regarding the students' prior knowledge and whether it influences their performance in the aforementioned international test. For the sample, 28 students were selected, which were approached by two key instruments for the study, such as: the simulated test and the survey. The results obtained showed that the students' perceptions of their prior knowledge do not correlate with their performance in the reading section of the International English Language Testing System (IELTS). Also, there was a high incidence of students who felt that reading does not help much in learning about a topic, however, they think it is of great help for vocabulary improvement.

Analisis of Influence of prior Knowledge on the Scores of the Reading Section of the International English Language Testing System (IELTS) B1 level

The general objective of this article is to establish from a theoretical approach the level of influence of prior knowledge in the scores of the reading section of the International English Language Testing System (IELTS), of B1 level students of a public university in Ecuador. The methodology used for this study was descriptive, since it was based on describing the most relevant aspects of the problem under study, it also had a documentary approach so that relevant information was extracted from scientific journals, articles and books related to similar topics within the context of reading comprehension and the international IELTS test. As a result, it was found that many authors claim that if the student has prior knowledge, his reading comprehension quality would improve; However, McNeil (2011) refers to the opposite by considering that such knowledge does not act effectively at the time of reading, arguing that this knowledge corresponds to an independent variable in reading, implying that there is a possibility that the perception of B1 level students about their prior knowledge of the topic of a reading does not align with their performance in a reading section of an IELTS test.

Testing the tester

Over the summer of 2022. I was tasked with testing the language proficiency of many potential students who were unable to access the International English Language Testing System (IELTS), either due to displacement or other adverse circumstances. The largest cohort was that of Ukrainian students, following the Scottish government’s announcement that free education and living support would be available for those qualifying students. The second group was less homogenous. It varied in nationality, age, background, circumstances and fell under the broad umbrella of refugees and asylum seekers. The Ukrainian students, on acceptance of academic and language qualifications would directly enter faculty as undergraduates. In contrast, the refugees and asylum seekers would join the last five weeks of a 34-week pre-sessional course and then proceed to a Widening Access Course. Completion of this, and successful settled status would then enable them to enter degree courses. I use a reading-to-write integrated test based on an academic paper, followed by an interview of 20 – 30 minutes duration for all students who are unable to access IELTS or other recognized commercial language tests. Due to the urgency and sheer number of undergraduates needing to be tested over July/August 2022, I made the decision to use English for General Academic Purposes materials and conducted invigilated reading-to-write tests on Zoom, with individual interviews being conducted over the following days. While this format had been used successfully in the past with displaced PGT/PGR students, it quickly became apparent that it was unsuitable for the latter group of students. Here I reflect on my role and consider future test design.

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.

What international students want will determine where they enroll

In October 2023, the results of a Global Student Satisfaction Awards of 3,610 colleges and universities in 200 countries conducted by Studyportals, Unibuddy, and the British Council International English Language Testing System (IELTS) were published.

Myanmar EFL Learners’ Perspectives, Structure, Reasoning and Literacy Practices of Argumentative Writing: A Needs Analysis Study

Enhancing proficiency in argumentative writing in English has always been a challenge for English as a Foreign Language (EFL) learners. Despite the widespread use of argumentative essays in international tests such as International English Language Testing System (IELTS) and Tests of English as a Foreign Language (TOEFL) in recent years, the learners usually fail to meet satisfactory achievement levels in the EFL context. This paper investigates the issue closely by reviewing Myanmar EFL learners’ needs, wants, and problems in developing argumentative writing. Although there has been some discussion on factors that potentially challenge EFL learners’ argumentative writing, more research is needed on the integrated assessment to cater to the learners’ needs. This analysis reports the results of a group of undergraduates (n=44) in Myanmar. This research was based on triangulation data, including sources from questionnaires administered to the students’ purposes, preferences, and challenges, and analyzing students’ argumentative writing structurally and qualitatively for reasoning. The findings reveal that students were eager to learn argumentative writing, particularly for their immediate needs. Though students were not well trained with a communicative teaching approach in their curriculum, they preferred to learn argumentative writing dialogically, using classroom debates. They favored learning future argumentative writing courses by communicating meaningfully. Regarding the challenges in argumentative writing, most students could not produce counter-arguments and rebuttals. Based on the data elicited from the students, this needs analysis proposed implementing the integrated learning-to-argue and arguing-to-learn instructions and using argumentative literacy practices to engage students in dialogic learning in the EFL context.

Examining the Reliability of the International English Language Testing System Design

Background: Despite the evolution of the International English Language Testing System (IELTS) to accommodate the evolving needs of test-takers and institutions, concerns have been raised regarding its reliability in assessing English language proficiency. Purpose: This study aimed to investigate the reliability of the International English Language Testing System (IELTS) design as a measure of English language proficiency. Methodology: To explore this issue, the research reviewed relevant literature and employed various methods, including frequency analyses, data analytics, and machine learning algorithms based on mathematical principles. Unlike previous studies, this work analysed a dataset of 33,505 authentic band scores, allowing for a comprehensive examination of IELTS test score patterns. Findings: The findings revealed that the concept of reliability is complex, and the statistical methods used by IELTS test providers, based on classical test theory, may provide approximate rather than precise scores. Relying solely on the reputation and authority of the IELTS test is insufficient to establish its reliability, as it involves logical fallacies and arguments from authority. Research implications: It is necessary to conduct further independent research to ensure the IELTS test's reliability and address the concerns expressed by researchers and test-takers.

Comparing TOEFL and teacher’s assessment scores in measuring student’s English skills

Standardized English tests have long been used to determine English learner’s level of proficiency. Tests such as TOEFL (Test of English as a foreign language) and IELTS (International English language testing system) are arguably the most popular English tests in the world. On the other hand, English learners are consistently being assessed by their teachers through a performance-based assessment which provides a comprehensive description of student’s learning achievement in learning English. The results of these two forms of assessments were hardly compared and correlated. Therefore, this paper investigates the correlation between student’s TOEFL score and teacher score. Moreover, this study explores how teacher uses washback effects of TOEFL and class tests. Investigating 42 grade 12 students in an English immersion school in Indonesia, the result of this study indicated a positive but weak correlation between TOEFL and teacher’s assessment scores (r = 0.246, p = 0.116). This weak correlation indicates that the two types of assessments measure student’s achievement and performance differently. The washback effect of TOEFL is mainly in the form of teacher’s encouragement to the students to be more serious when taking TOEFL test so that they will be about to get higher scores.

Lexical Bundles in Reading Comprehension Passages of Chinese National Matriculation Entrance Test: A Corpus-Based Contrastive Analysis

The construct of reading is presented in language assessment. Previous studies have focused on reading issues encountered by English learners, most of which are manifested by certain linguistic features: lexical bundles (LBs). Addressing this, the study aims to analyze LBs in reading comprehension passages in the Chinese National Matriculation Entrance Test (NMET) and contrast them with those in the International English Language Testing System (IELTS), by focusing on the form, function, and frequency of three-word formulaic units. Data collected from self-built corpora based on the two tests were analyzed using Biber et al.’s structural and functional taxonomies. Results suggested that NMET includes a substantially lower frequency of bundles and a notably limited range of bundle patterns than IELTS. Results also indicated that the structural forms of LBs in NMET are clausal and that the dominant function is referential. This study has pedagogical implications for test designers and English reading educators.

The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial.

In the context of the burgeoning field of second language (L2) education, where proficient writing plays an integral role in effective language acquisition and communication, the ever-increasing technology development has influenced the trajectory of L2 writing development. To address the need for enhanced writing skills among English as a Foreign Language (EFL) learners, this study investigates the efficacy of Automated Writing Evaluation (AWE) training. A randomized controlled trial employing repeated measures was conducted, involving a participant pool of 190 Chinese EFL students. The study comprehensively assessed the effects of AWE training, utilizing the Grammarly platform-an AI-driven program-on various dimensions of writing skills, encompassing task achievement, coherence and cohesion, lexicon, and grammatical accuracy. Control variables included writing self-efficacy and global English proficiency. Writing skills were evaluated through the administration of an International English Language Testing System (IELTS) writing sample test. The results unequivocally demonstrate that the experimental group consistently exhibited superior performance across all facets of writing skills compared to the control group. Furthermore, the predictive influence of pre-test scores was pronounced in task achievement, coherence and cohesion, and lexicon, highlighting the pivotal role of learners' initial proficiency levels in shaping subsequent writing outcomes. Notably, the emergence of writing self-efficacy as a significant predictor of task achievement and coherence and cohesion underscores the role of learners' beliefs and confidence in shaping their writing abilities. These findings conclusively suggest that Artificial Intelligence-based instructional programs, specifically AWE, hold the potential to effectively enhance second language writing skills, especially among learners with lower proficiency levels. This study carries crucial implications for EFL educators and researchers, advocating for the seamless integration of AWE into pedagogical strategies to foster a marked improvement in writing competence.

Topic and Accent Coverage in a Commercialized L2 Listening Test: Implications for Test-takers’ Identity

Abstract I analyzed a corpus of the international English language testing system (IELTS) comprising 256 listening sections (1996–2021). The primary objective of the study was to gain insights into the assumptions made by test designers regarding the real-life contexts that test-takers will encounter. Overall, 15 superordinate topic areas and 300 subtopics were identified in the corpus. There was relatively more diversity in topic coverage before 2000. However, the test did not incorporate texts that would address sociocultural matters related to local or international contexts. Additionally, English-as-L2 accents were virtually unrepresented with only three samples from 514 speakers, potentially suggesting a racialized perspective on the listening construct. I argue that it is possible that this way of testing promotes and normalizes test designers’ ideologies, while overlooking the importance of the diversity of domains that test-takers will encounter in daily life. I discuss the potential construction of test-takers’ identity through exposure to these topics and suggest that test designers may consider reevaluating topic and accent coverage in the test to improve fairness and equity in the test. Finally, I provide ideas on how the use of generative artificial intelligence (AI) can enhance quality of language assessments.

Issues with the Speaking Section of the International English Language Testing System (IELTS): An Assessment Critique

Issues with the Speaking Section of the International English Language Testing System (IELTS): An Assessment Critique

“Metaphors we learn by”: teaching essay structure and argumentation through conceptual metaphors

ABSTRACT In this study, we used Conceptual Metaphor Theory (henceforth CMT) for the benefit of English for Academic Purposes’ teaching and learning. CMT underpins how in metaphorical expressions, one concept is understood in terms of another. We argue that CMT can help students understand and master argumentation skills and essay structure, although there is little research on this topic. In this research, we focus on two metaphors: Arguments Are Buildings and writing is cooking, eating, digesting. The study was conducted through workshops for students of EAP using either Legos or cooking props to help them link the metaphors to their writing skills. After the workshops, students wrote an essay which was marked in accordance with the International English Language Testing System’s specification and compared to their average writing score throughout the semester. Findings show that students who took part in the workshops obtained a higher grade, particularly students who attended the workshop on the metaphor writing is cooking, eating, digesting.

THE USE OF WRITING FRAMEWORK AMONG INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM LEARNERS IN PENGKALAN IPOH

English is a medium of language that connects everyone to every part of the world. There should be a standard operating system to standardize the proficiency of people. Therefore, IELTS which is known as International English Language Testing System is being used widely for academic purposes and the general paper is catered for migration and work. However, it is apparent that students these days have low literacy in writing and do not follow a proper framework. Thus, this research is to find the impacts of the use of writing framework among IELTS learners and determine the significant factors affecting IELTS learners’ writing performance. With this a non-probability method with a mix mode of 30 participant from a single class are the sample research. The researcher uses triangulation for collection of data with three instruments which is a survey method through questionnaire, interview with three teachers who are teaching the same level and observation. The data for the questionnaire is being tabulated through statistical package of social science (SPSS) system. The finding seems to be reliable and the validity is acceptable as student seems to have a positive mindset in writing. This intervention overwrites the research gap.

A Comparative-Correlative Study of Test Rubrics Used as Benchmarks in Assessing IELTS and TOEFL Speaking Skills

The study focused on the comparative correlative study Test Rubrics Used as Benchmarks in Assessing International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL) Speaking Skills. To carry out this project, the researcher searched for IELTS and TOEFL candidates and recruited and finally selected 37 male and female candidates who took both standard tests for various reasons. The statistical results obtained (mainly Pearson's correlation coefficient of correlation moments) showed significant joint variability between IELTS Speaking scores derived from IELTS test bars and frequency band description factors, TOEFL Speaking scores derived from TOEFL test bars, and assessment scores. criteria. The results show that there is a high correlation index (0.862**) between the two tests scoring systems for speaking. The results also reflect a high correlation index (.903**) between the two tests scoring systems, assessing general English proficiency and speaking ability using both tests rubrics.

Learning paths design in personal learning environments: The impact on postgraduates’ cognitive achievements and satisfaction

ABSTRACT This study designed and pilot-tested a learning path in Personal Learning Environments (PLEs) to facilitate learners’ Self-regulated Learning. 122 postgraduates who joined an International English Language Testing System (IELTS) course at a comprehensive university in China were evenly divided into two groups. The experimental group used PLEs with a learning path design, while the control group used PLEs without a learning path design. The pre-and-post-tests of IELTS were conducted to assess participants’ cognitive achievements. The results indicated that both groups improved cognitively, with the experimental group indicating significantly better improvements than the control group. Further, a questionnaire on participants’ satisfaction with the PLEs platform was administered. The results showed that the experimental group was highly satisfied with the path-controlled PLEs, while the controlled group expressed their need for scaffoldings in PLEs. The study could provide learning platform designers with useful guidance to improve learners’ learning performance and satisfaction.

Examining the Role of Breadth and Depth of Vocabulary Knowledge in Reading Comprehension of English Language Learners

This study explored the effect of English language learners’ breadth and depth of vocabulary knowledge on their understanding and grades of reading English texts. Sixty-one Jordanian EFL undergraduates were assigned three tests, which were the Vocabulary Levels Test Version 2 (VLT), the Word Associates Test (WAT), and Academic International English Language Testing System (IELTS). The collected data was analysed utilizing Pearson correlation analysis and multiple linear regression. According to the empirical outcomes, breadth and depth of vocabulary knowledge correlated positively with each other and with reading comprehension. Further, the significant predictor of the overall variance of reading comprehension was vocabulary depth, while the breadth of vocabulary knowledge was the less significant one. The results demonstrate the importance of expanding and deepening EFL learners’ vocabulary knowledge in classrooms. Keywords: Vocabulary Depth, Vocabulary Breadth, Depth of Vocabulary Knowledge, Vocabulary Levels Test, Reading Comprehension.

Relationship among critical thinking, multiple intelligence, and Iranian EFL learners’ speaking skill

Focusing on multiple intelligence (MI) and critical thinking (CT), which are often thought to be the important factors in improving second language (L2) learners’ skills, has been the major concern of researchers in recent decades. This study investigated the (possible) relationship among MI, CT, and Iranian English as a foreign language (EFL) learners’ speaking skill. Seventy intermediate participants were chosen from Shahrekord University, Iran, and a language institute in Yazd, Iran. To identify the participants’ MI profiles, the Persian translation of McKenzie’s MI Inventory Questionnaire was administered to the participants. Also, to determine the participants’ CT, the Persian translation of California CT Skill Test was used. Thereafter, the participants’ speaking skill was measured by the IELTS (International English Language Testing System) speaking test. Results of the Pearson correlation coefficient showed that there was not any significant relationship between the participants’ MI and the speaking skill, whereas there was a significant relationship between their CT and speaking skill. In addition, the results revealed that, first, MI and the speaking skill did not correlate significantly and, second, the findings showed that the higher the participants were critical thinkers, the better and more fluent they were in their L2 speaking. Findings have some implications for L2 practitioners, students, administrators, and researchers in English language teaching, suggesting the incorporation of and CT skills in L2 learners’ class activities and their textbooks.