EAP study recommendations and score gains on the IELTS Academic Writing test

Green, Anthony

doi:10.1016/j.asw.2005.02.002

Cited by 42 publications

(40 citation statements)

References 1 publication

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“…There was a significant difference between the two groups (t = -3.39, df = 161, p < .001), such that those at lower initial proficiency made greater gains (0.40) compared to those at higher initial proficiency (0.02). This finding suggests that score gain over a shorter period is most likely to be observed for test takers at lower bands, and is in line with the findings of other studies investigating score gain on the IELTS exam (Elder & O'Loughlin 2003;Green 2005;Humphreys et al 2012).…”

Section: Test Datasupporting

confidence: 80%

“…Studies have shown that there is considerable individual variation in score gain (Elder & O'Loughlin 2003;Green 2005;Humphreys et al 2012;Read & Hayes 2003) and a greater likelihood of score increase for those at lower levels of initial proficiency (Elder & O'Loughlin 2003;Green 2005;Humphreys et al 2012). To observe score gain on tests such as IELTS, it has been suggested that a considerable amount of time and intensive preparation is typically required, especially at higher levels of initial proficiency (Green 2005;Read & Hayes 2003).…”

Section: Ielts Washback Studiesmentioning

confidence: 99%

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

Allen

2016

Lang Test Asia

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Background: 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. Methods: 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.

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Section: Test Datasupporting

confidence: 80%

Section: Ielts Washback Studiesmentioning

confidence: 99%

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

Allen

2016

Lang Test Asia

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“…Available research using composition/band scores of writing suggests that the writing of second language learners improves following three to six months of instruction (Green, 2005;Hu, 2007), or even following 8-12 weeks of instruction (e.g., Archibald, 2001;Elder & O'Loughlin, 2003). Sasaki (2007Sasaki ( , 2009 showed that study abroad (ranging from 1.5 to 11 months) significantly increases composition scores of students when combined with L2 writing instruction.…”

Section: L2 Writing Development After Less Than One Yearmentioning

confidence: 98%

What happens to ESL students’ writing after three years of study at an English medium university?

Knoch

Rouhshad

Oon

et al. 2015

Journal of Second Language Writing

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The number of international students coming to study in Australian universities has increased exponentially in the past decade, mirroring trends in other English speaking countries. For the majority of these students, English is an additional language. The motivation for studying in an English medium university is presumably not only to gain a degree but also to improve English language proficiency. Studying in an English-medium university provides these students with a rich immersion environment. However, research on whether these students' English proficiency does improve has to date been scarce, and has generally examined students' gains after a relatively short duration (e.g., 12 weeks). The current study examined 31 undergraduate students' L2 (ESL) writing proficiency following a three-year degree study in an Australian university. The study used a test-retest design which required participants to write a 30-minute argumentative essay on the same topic at the commencement and at the end of their degree program. A range of measures was used to assess writing, including global and discourse measures. All participants were also interviewed about their writing experiences at the university. The study found that students' writing improved after three years of study but only in terms of fluency; changes in accuracy, grammatical and lexical complexity, as well as global scores of writing fell short of significance. The students reported in the interviews that they were not required to do much writing in their degree studies and when they did, their lecturers almost exclusively commented on the content of their writing. We discuss our findings in relation to the students' L2 proficiency, the nature of the test, and the nature of their immersion experience. #

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“…Green, ; Hayes & Read, ; Mickan & Motteram, ; Read & Hayes, ; Saville & Hawkey, ) and (b) the effects of intensive preparations on test performance or score gains or improvements in language proficiency (e.g., Brown, ; Elder & O'Loughlin, ; Gan, ; A. Green, , ; Ling et al, ) and the differential effects of various test preparation strategies on test performance (e.g., Issitt, ; Liu, ). The majority of such studies on the effects of special test preparation programs have tended to investigate the overall improvement of test performance covering all language skills, with a smaller number of studies focusing on a specific language skill.…”

Section: Literature Reviewmentioning

confidence: 99%

“…1 From the perspectives of different stakeholders (Rea-Dickins, 1997), research on special coaching programs for international English language tests has examined (a) how students prepare or are being prepared for TOEFL (e.g., Alderson & Hamp-Lyons, 1996;Hamp-Lyons, 1998Matoush & Fu, 2012;Wall & Horák, 2006, 2011 and IELTS (Badger & Yan, 2012;Everett & Colman, 2003;Gibson & Swan, 2008;A. Green, 2006;Hayes & Read, 2004;Mickan & Motteram, 2008;Read & Hayes, 2003;Saville & Hawkey, 2004) and (b) the effects of intensive preparations on test performance or score gains or improvements in language proficiency (e.g., Brown, 1998;Elder & O'Loughlin, 2003;Gan, 2009;A. Green, 2005A.…”

Section: Preparing For Ielts and Toefl ® : Process And Effectmentioning

confidence: 99%

Preparing for the Speaking Tasks of the TOEFL iBT^® Test: An Investigation of the Journeys of Chinese Test Takers

Rea-Dickins

et al. 2017

ETS Research Report Series

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Language test preparation has often been studied within the consequential validity framework in relation to ethics, equity, fairness, and washback of assessment. The use of independent and integrated speaking tasks in the TOEFL iBT® test represents a significant development and innovation in assessing speaking ability in academic contexts. Integrated tasks that involve synthesizing and summarizing information presented in reading and listening materials have the potential to generate new test preparation strategies. This study investigated the experiences of over 1,500 Chinese test takers and 23 teachers who were preparing for the TOEFL iBT speaking tasks. It examined the frequency of use of a number of different test preparation activities and materials, reasons, and expectations for taking preparation courses and the features of preparation courses. In addition, we examined the usefulness of test preparation from two perspectives: students' and teachers' perceptions as well as the relationship between test preparation and performance. Data were collected via questionnaires, focus group discussions, interviews with test takers and teachers, and classroom observations. The data showed that (a) test preparation was a hugely complex, multiple‐components construct, and teaching and learning test‐taking strategies compose the most prominent feature of intensive preparation courses; (b) there were significant age‐related differences in students' preparation activities and focuses, although with small effect sizes; (c) there was a high agreement between teachers and students in their views on the usefulness of test preparation activities; and (d) there existed only a weak relationship between test preparation and performance. The only significant predictor of students' test performance was the frequency of their use of the TOEFL Practice Online TPO® practice tests. The findings of the study can enhance our understanding of the pedagogical practices that characterize test preparation programs and contribute to the ongoing validity argument for the TOEFL iBT Speaking test. The implications of the findings for test publishers, test takers, teachers, and test preparation schools are discussed with reference to the instructional, learning, and affective aspects of the multifaceted construct of test preparation.

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EAP study recommendations and score gains on the IELTS Academic Writing test

Cited by 42 publications

References 1 publication

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

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

What happens to ESL students’ writing after three years of study at an English medium university?

Preparing for the Speaking Tasks of the TOEFL iBT^® Test: An Investigation of the Journeys of Chinese Test Takers

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EAP study recommendations and score gains on the IELTS Academic Writing test

Cited by 42 publications

References 1 publication

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

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

What happens to ESL students’ writing after three years of study at an English medium university?

Preparing for the Speaking Tasks of the TOEFL iBT® Test: An Investigation of the Journeys of Chinese Test Takers

Contact Info

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Preparing for the Speaking Tasks of the TOEFL iBT^® Test: An Investigation of the Journeys of Chinese Test Takers