IELTS test has four sections, and writing is one of them as a productive skill. In this test, writing has two tasks, and the first one is descriptive writing while the second is argumentative type. ...Both of them have their own peculiarities, and candidates of IELTS test come across different challenges. In the study we conducted, we focused on most outstanding challenges that the candidates revealed during the 50-hour course. As a result, we prepared a questionnaire inquiring these challenging points for them. It seems they have some difficulties in writing these tasks, and since these tasks require some extra academic skills, the candidates cannot learn them in their past education, so they need to struggle extra to gain these skills to be able to write in IELTS test.
Посібник IELTS Prep Plus 2019-2020 від Kaplan забезпечує поглиблений огляд, стратегії складання тестів та подібні до іспиту тренування всіх чотирьох розділів тестів Academic and General Training ...IELTS. Посібник містить аудіозаписи, які допоможуть вам практикувати навички слухання, а також персоналізувати звіти про бали, які допоможуть зосередитись на навчанні. IELTS Prep Plus 2019-2020 містить: Вісім повноцінних практичних тестів: шість Academic IELTS та два General Training IELTS дають змогу підготуватися до обох версій тесту. Практичні запитання з детальними поясненнями відповідей Поглиблений аналіз здібностей по кожному з розділів тесту, а також перевірені методи та стратегії розвитку навичок від Kaplana Компакт-диск із аудіодоріжками для подібої до тестової практики слухання Ексклюзивний інтерактивний онлайн-центр зі звітами балів, інтерв'ю та аудіо записами Оновлений та переглянутий вміст, доповнений найновішою інформацією про тест Гарантія посібника: • Команда Kaplan гарантує, що практичні запитання та навчальні матеріали створені відповідно до іспиту • Книги та практичні запитання Kaplan написані експертами, які знають студентів - кожне пояснення написане так, щоб допомогти навчатися • Створена програма для підготовки до тестів від Kaplan (www.kaptest.com) допомагає студентам вже 80 років, а перевірені стратегії допомогли багатьом студентам здійснити свої мрії.
Vertical Grammatical Variability in Writing Abbasi Mojdehi, Hamed; Ali Zarei, Abbas
Brazilian English language teaching journal,
12/2023, Letnik:
14, Številka:
1
Journal Article
The present study aimed to investigate the effects of scaffolding techniques on eliminating the grammatical variability in IELTS. 120 IELTS candidates were selected randomly and placed in a control, ...and three experimental groups. Prior to the course, the candidates and teachers were interviewed regarding the effectiveness of scaffolding techniques. The teachers were also asked to keep a diary and report every session. On the first, 10th, 20th, and 30th sessions, three essay writing topics were given to all the candidates, and their grammatical accuracy and variability were rated by official IELTS Mock examiners to check their vertical grammatical variability. The results were analyzed using SPANOVA procedure. The qualitative data were also content analyzed, coded, and compared with the quantitative results. The findings showed that the distributed scaffolding group was relatively more successful. The qualitative results showed gaps between teachers’ and candidates’ conceptions. The theoretical and pedagogical implications are also discussed.
This research aims at developing IELTS listening practice tests through Schoology based on the users' needs: teachers and learners of the International Relation Department of University of Darussalam ...Gontor. This research applied Research and Development (R&D) design. The subjects were three IELTS listening instructors together with first semester learners encountering six meetings for IELTS listening practice tests of this on-going-semester. The findings of the research illustrated that (1) stages of IELTS listening practice tests development implemented in this research were such as need survey, materials development, validation of instruction and expert, revision, try out, revision, and final product; (2) the created product was recorded material of IELTS listening practice tests uploaded in Schoology platform, the instructors’ guide, and learners’ worksheet; (3) the product was composed of IELTS listening practice tests 1 to 6 for the first semester; (4) the criteria for IELTS listening materials are based on IELTS syllabus and the other criteria including practicality, level of difficulty, style of delivery, speed of delivery, and language content; (5) the materials of IETLS listening practice tests were appropriate for EFL learners as those materials were relevant to learners’ need and level of learners’ English ability; (6) IELTS listening practice tests could enhance learners’ excitement to learn IELTS.
The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of ...the language. Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.
This study explores the influence of IELTS examiners' New Zealand accent (aka, Kiwi accent) on the speaking performance of 45 men and women Iranian IELTS candidates within the framework of ...communication accommodation theory (CAT) from the post-structuralism perspective in which identity is considered to be a dynamic approach. This is a mixed-method explanatory sequential design in which the candidates' speaking scores on a real IELTS test were compared to their scores on a mock test through employing a paired-samples t-test for each group of language proficiency (B2, C1, and C2). A semi-structured interview was also conducted to extract information about participants' feelings when facing the Kiwi examiners. The results revealed that 1) the candidates' self-identification and 2) their level of proficiency indicated how their performance was influenced by the Kiwi examiners' accent. Participants with B2 (band score 5.5-6.5) and C1 (band score 7-8) proficiency, Kiwi accent accentuated the differences of ethnicity and identity. They also attended to L1 cultural issues as a barrier. None of these issues were found in C2 participants (band score 8.5-9). IELTS instructors are to consider the candidates' identity features and cover all the main accents of English native speakers in their preparation programs.
Este estudo explora a influência do sotaque neozelandês dos examinadores do IELTS (também conhecido como sotaque Kiwi) no desempenho falado de 45 candidatos ao IELTS iranianos, homens e mulheres, no âmbito da teoria da acomodação da comunicação (CAT) a partir da perspectiva do pós-estruturalismo em que a identidade é considerada uma abordagem dinâmica. Este é um projeto sequencial explicativo de método misto, no qual as notas dos candidatos em um teste IELTS real foram comparadas às suas notas em um teste simulado através do emprego de um teste t de amostras emparelhadas para cada grupo de proficiência no idioma (B2, C1 e C2). Uma entrevista semiestruturada também foi conduzida para extrair informações sobre os sentimentos dos participantes diante dos examinadores Kiwi. Os resultados revelaram que 1) a autoidentificação dos candidatos e 2) seu nível de proficiência indicaram como seu desempenho foi influenciado pelo sotaque dos examinadores Kiwi. Participantes com proficiência B2 (pontuação na faixa de 5,5-6,5) e C1 (pontuação na faixa de 7 a 8), o sotaque Kiwi acentuou as diferenças de etnia e identidade. Eles também trataram das questões culturais da L1 como uma barreira. Nenhum desses problemas foi encontrado em participantes C2 (pontuação de banda 8,5-9). Os instrutores do IELTS devem considerar as características de identidade dos candidatos e cobrir todos os sotaques principais de falantes nativos de inglês em seus programas de preparação.
Este estudio explora la influencia del acento neozelandés de los examinadores del IELTS (también conocido como acento kiwi) en el desempeño oral de 45 hombres y mujeres candidatos al IELTS iraníes dentro del marco de la teoría de la acomodación de la comunicación (CAT) desde la perspectiva del postestructuralismo en el que la identidad se considera un enfoque dinámico. Este es un diseño secuencial explicativo de método mixto en el que los puntajes de expresión oral de los candidatos en una prueba IELTS real se compararon con sus puntajes en una prueba simulada mediante el empleo de una prueba t de muestras pareadas para cada grupo de dominio del idioma (B2, C1, y C2). También se realizó una entrevista semiestructurada para extraer información sobre los sentimientos de los participantes al enfrentarse a los examinadores Kiwi. Los resultados revelaron que 1) la autoidentificación de los candidatos y 2) su nivel de competencia indicaron cómo su desempeño fue influenciado por el acento de los examinadores Kiwi. Los participantes con competencia B2 (puntaje de banda 5.5-6.5) y C1 (puntaje de banda 7-8), el acento kiwi acentuó las diferencias de origen étnico e identidad. También se ocuparon de cuestiones culturales de L1 como barrera. Ninguno de estos problemas se encontró en los participantes C2 (puntuación de la banda 8.5-9). Los instructores de IELTS deben considerar las características de identidad de los candidatos y cubrir todos los acentos principales de los hablantes nativos de inglés en sus programas de preparación.
Given the fact that flipped instruction especially with the aid of technology has gained momentum in second language (L2) instruction, numerous L2 researchers have explored the usefulness of flipped ...classroom for L2 learning.
As an attempt to further this research area, the current research examined the effect of flipped listening instruction on the Chinese English as a foreign language (EFL) students' listening performance and listening anxiety using a quasi-experimental research design. To this end, a total number of 44 EFL learners from two intact classes in a Chinese language school were selected as the participants of the research and they were randomly assigned as the control group (
= 21) and an experimental group (
= 23). Within a course of one semester, the control group was instructed employing traditional listening instruction, while the experimental group were taught based on the flipped mode of instruction.
The data collection was carried out by administering the listening section of IELTS and Foreign Language Listening Anxiety Scale (FLLAS).
The results of ANCOVA revealed that the flipped listening instruction significantly enhanced listening performance of the participants. Also, the flipped classroom substantially reduced listening anxiety of the EFL learners. The outcomes of this research might provide notable implications for EFL practitioners.
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