A Comparative Washback Study of IELTS and TOEFL iBT on Teaching and Learning Activities in Preparation Courses in the Iranian Context

Erfani, Shiva Seyed

doi:10.5539/elt.v5n8p185

Cited by 10 publications

(12 citation statements)

References 14 publications

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“…A study conducted in Iran has shown that mock tests can positively influence the training of IELTS candidates in the context of EFL. Erfani (2012) discovered that the ability to complete exams such as IELTS and TOEFL encouraged both language teachers and learners to use them as training tests in the classroom. Test-based language classes, however, have not always been preferred.…”

Section: Mock Testsmentioning

confidence: 99%

The Influence of Test Preparation Programs on IELTS Test Performance among Bangladeshi Students’ Studying in Malaysia

Aktar¹,

Noordin²,

Ismail³

2021

JSSH

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Test preparation programs namely coaching, mock tests, and repetitive test-taking aid students in achieving language skills and comprehending the International English Language Testing System (IELTS) test procedure. This paper attempted to find out the influence of test preparation programs on candidates’ IELTS test performance. A quantitative method was used, and an online questionnaire survey was conducted to obtain the data. The population of the study was the Bangladeshi students at Universiti Putra Malaysia. Probability sampling, specifically simple random sampling techniques were used to draw the sample. Data were collected from a total of 100 students, and SPSS was employed to analyze the data. The finding showed that mock test (r = 0.450), coaching (r = 0.496), and repetitive test-taking (r = 0.369) have a positive and moderate correlation with IELTS test performance. In contrast, the mock test, coaching, and repetitive test-taking have 23.4%, 35.3%, and 21.3% influence on IELTS test performance, respectively. This study has implications for candidates’ teaching and learning opportunities for competitive English language test programs. Furthermore, it will deliver a diverse viewpoint on the preparation programs and show their effectiveness for future reference. This study can be used as a guideline for future research to improve test preparation programs for better test performance.

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Section: Mock Testsmentioning

confidence: 99%

The Influence of Test Preparation Programs on IELTS Test Performance among Bangladeshi Students’ Studying in Malaysia

Aktar¹,

Noordin²,

Ismail³

2021

JSSH

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“…Nossa preocupação desde o início foi a de propor um curso em que ser aprovado no Celpe-Bras não fosse visto apenas como o único objetivo, mas como uma oportunidade para melhorar a proficiência em PLE dos alunos, indo além do mero fornecimento de materiais de prática para o teste, e criando oportunidades efetivas de desenvolvimento da produção oral de aprendizes de PLE em contexto online. Nesse sentido, corroboramos a visão de Erfani (2012) de que, em cursos preparatórios, os estudantes precisam realmente ter conhecimento sobre o construto e a estrutura do exame e suas implicações para o aprendizado; contudo, é necessário 2 a natural tendency for both students and teachers to tailor the classroom activities to the demands of the test, especially when the test is particularly important for test takers, and pass rates are used as a measure of teacher success. 3 […] tests are held to be powerful determiners of what happens in the classrooms.…”

Section: Introductionunclassified

Tarefas de linguagem e funções comunicativas num curso online preparatório para o Celpe-Bras

Gabatteli¹,

Almeida

2018

Rev. Horiz. Ling. Apl.

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Este artigo é resultado de uma pesquisa-ação, que envolveu a elaboração e implementação de um curso preparatório para a Parte Oral do exame Celpe-Bras em contexto online. A pergunta que orienta este trabalho é quais são as contribuições do uso de tarefas comunicativas orais na preparação para o exame? Participaram do estudo três alunos hispanofalantes. Os dados foram coletados a partir de atividades síncronas e assíncronas realizadas pelos participantes durante o curso. Os resultados apontaram que muitas funções comunicativas que são suscitadas na parte oral do Celpe-Bras apareceram também nas tarefas e interações durante o curso.

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“…Essa concepção de preparatório vai de encontro à do curso deste estudo, já que meu objetivo principal, desde o início, foi promover oportunidades de desenvolvimento oral e não apenas treinamento para o exame. Erfani (2012), em sua pesquisa sobre o efeito retroativo dos exames IELTS (International English Language Testing System) e TOEFL iBT® (Test of English as a 1 a natural tendency for both students and teachers to tailor the classroom activities to the demands of the test, especially when the test is particularly important for test takers, and pass rates are used as a measure of teacher success. 2 […] tests are held to be powerful determiners of what happens in the classrooms.…”

Section: Introductionunclassified

“…Em suas considerações finais, Erfani (2012) ressalta que, nesses cursos preparatórios, os estudantes precisam realmente ter conhecimento sobre o construto e a estrutura do exame e suas implicações para o aprendizado, contudo é necessário promover oportunidades para que eles possam ir além das exigências do teste, pois ao concentrar-se apenas em suas características e exigências, pode ser possível atingir boa pontuação sem, necessariamente, melhorar a capacidade linguística dos estudantes. Erfani, citando Green (2007), salienta também que estreitar o currículo de um curso para responder às demandas de um exame pode contribuir para uma distorção na interpretação dos resultados de um exame, podendo causar dúvidas em relação à sua validade.…”

Section: Introductionunclassified

“…No caso do Celpe-Bras, ainda não há muitos estudos sobre o impacto do exame na preparação para a Parte Oral, contudo, corroboro a visão de Erfani (2012) e Green (2007) e acredito que um curso preparatório com foco nessa parte deva ir além do formato proposto pelo exame, pois, além de as atividades do curso poderem se tornar repetitivas e tediosas para os alunos, o exame embase-se na abordagem comunicativa, a qual permite que construamos um curso rico em oportunidades de prática oral e, consequentemente, de desenvolvimento holístico da proficiência dos alunos.…”

Section: Introductionunclassified

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Curso online para a parte pral do Celpe-Bras : contribuições da avaliação de proficiência para o ensino-aprendizagem de PLE

Vieira¹

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This work it is a qualitative action research, which involved the development of a preparatory course for Celpe-Bras' Oral Part in an online context, its realization and the investigation of its contributions and limitations for the development of Spanish-speaking students' oral proficiency and for the preparation for the oral part of the exam. The aim was to promote a course that focused on Celpe-Bras, that did not sum up to mere presentation tips on how to get a good score on the test, but a course that would provide effective opportunities for oral proficiency gains, having as theoretical assumptions the communicative approach in language teaching and assessment as an integrating element in the teaching and learning processes. The need for this research was identified due to the shortage of Celpe-Bras specialized courses and because of the difficulty to find long distance Portuguese courses for foreigners that offer opportunities for oral practice. The present work was based on theories about oral proficiency assessment, as well as theories about course planning and the use of technologies in education, specifically in foreign language teaching (FL). The questions that guided this research were: (1) What are the contributions of the use of communicative tasks (CTs) in the preparation for the Oral Part of Celpe-Bras in an online context?; (2) What similarities and differences can be found between the tasks and synchronous simulations proposed in the course and the oral interaction of Celpe-Bras, in relation to (a) subjects and (b) communicative functions?; (3) How did the proposed course contribute to gains in the oral performance of Portuguese learners in an online context, considering Celpe-Bras' criteria for oral evaluation? For the execution of this research, three Spanish-speaking participants, who initially presented the intermediate level of oral proficiency in Portuguese and proved able to cope well with technological tools, were selected. The results indicate that the use of CTs in the proposed course contributed to the development of the participants' oral proficiency oas well as to the preparation for Celpe-Bras. In addition, the data indicate that the proposed activities promoted effective opportunities for the students' oral practice and development of the students.

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A Comparative Washback Study of IELTS and TOEFL iBT on Teaching and Learning Activities in Preparation Courses in the Iranian Context

Cited by 10 publications

References 14 publications

The Influence of Test Preparation Programs on IELTS Test Performance among Bangladeshi Students’ Studying in Malaysia

The Influence of Test Preparation Programs on IELTS Test Performance among Bangladeshi Students’ Studying in Malaysia

Tarefas de linguagem e funções comunicativas num curso online preparatório para o Celpe-Bras

Curso online para a parte pral do Celpe-Bras : contribuições da avaliação de proficiência para o ensino-aprendizagem de PLE

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