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The influence of the IELTS Speaking test preparation on second language socialization of post-secondary international students in Canada ...
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Lei, Tian. - : Werklund School of Education, 2021
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Teaching to the test: The effects of coaching on English-proficiency scores for university entry
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
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An evaluation study of an English for academic purposes program in a Vietnamese university
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Nguyen, Nga Ngoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
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Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays
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Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021
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Validade de contexto do exame oral do IELTS : uma análise sociocognitiva
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Clarifying the Notion of Coherence in Standardised Oral Proficiency Tests using Systemic-Functional Linguistics ...
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Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice
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Re-engineering a speaking test used for university admissions purposes: considerations and constraints: the case of IELTS
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The IELTS Speaking Test: what can we learn from examiner voices?
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Recommending a nursing-specific passing standard for the IELTS examination
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| 12 |
Research and practice in assessing academic reading: the case of IELTS
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Abstract:
The focus for attention in this volume is the reading component of the IELTS Academic module, which is principally used for admissions purposes into ter- tiary-level institutions throughout the world (see Davies 2008 for a detailed history of the developments in EAP testing leading up to the current IELTS). According to the official website (www.cambridgeenglish.org/exams-and- tests/ielts/test-format/), there are three reading passages in the Academic Reading Module with a total of c.2,150–2,750 words. Individual tasks are not timed. Texts are taken from journals, magazines, books, and newspapers. All the topics are of general interest and the texts have been written for a non-specialist audience. The readings are intended to be about issues that are appropriate to candidates who will enter postgraduate or undergraduate courses. At least one text will contain detailed logical argument. One of the texts may contain non-verbal materials such as graphs, illustrations or diagrams. If there are technical terms, which candidates may not know in the text, then a glossary is provided. The texts and questions become more difficult through the paper. A number of specific critical questions are addressed in applying the socio- cognitive validation framework to the IELTS Academic Reading Module: * Are the cognitive processes required to complete the IELTS Reading test tasks appropriate and adequate in their coverage? (Focus on cognitive validity in Chapter 4.) * Are the contextual characteristics of the test tasks and their administration appropriate and fair to the candidates who are taking them? (Focus on context validity in Chapter 5.) * What effects do the test and test scores have on various stakeholders? (Focus on consequential validity in Chapter 6.) * What external evidence is there that the test is fair? (Focus on criterion- related validity in Chapter 7.)
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Keyword:
academic reading; IELTS; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/624549
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Research and practice in assessing academic English: the case of IELTS
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| 14 |
Pragmatic Competence as a Regulator of Foreign Language Speaking Proficiency ; La competencia pragmática como reguladora de la competencia oral en la lengua extranjera
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The role of vocabulary breadth and depth in IELTS academic reading tests
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Chen, Chen. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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Living with IELTS: the stories of IELTS test candidates
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Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
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| 17 |
Pragmatic Competence as a Regulator of Foreign Language Speaking Proficiency
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 163-182 (2020)
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| 18 |
Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
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The Predictive Validity of IELTS Scores: A Meta-Analysis
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In: Electronic Thesis and Dissertation Repository (2019)
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Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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