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Tiêu đề The preparation practices of IELTS candidates: Case studies
Tác giả Peter Mickan, Johanna Motteram
Trường học University of Adelaide
Chuyên ngành Applied Linguistics
Thể loại Research Report
Năm xuất bản 2009
Thành phố Canberra
Định dạng
Số trang 39
Dung lượng 2,39 MB

Cấu trúc

  • REPORT 5 1. Introduction (0)
    • 2. Literature review (4)
    • 3. Method (5)
      • 3.1 Method for Stage 1: Survey of IELTS candidates (5)
      • 3.2 Method for Stage 2: Case studies (6)
    • 4. Stage 1: Discussion (7)
    • 5. Stage 2: Case study information (14)
      • 5.1 Subjects’ preparation practices (16)
    • 6. Discussion (19)
      • 6.1 Repeated test-taking (19)
    • 7. Conclusion (20)
  • Appendix 1: Survey form (23)
  • Appendix 2: IELTS preparation survey results (26)
  • Appendix 3: Profiles of case studies (30)
    • 1. Ale (30)
    • 2. Aba (31)
    • 3. Zat (32)
    • 4. Dy (33)
    • 5. Ram (34)
    • 6. Ina (35)
    • 7. Ei (35)
    • 8. Oka (36)
    • 9. Bie (37)
    • 10. Go (38)

Nội dung

1 Introduction

Literature review

The growing number of IELTS candidates highlights the importance of IELTS preparation for language centers in Adelaide Previous studies have primarily examined the impact of preparation courses on IELTS scores and detailed the time allocated to different classroom activities (Brown 1998; Robb and ).

Research on candidates' experiences in IELTS preparation programs has been limited, with few studies giving them a voice While some investigations have begun to explore these experiences, there is a growing demand for research that focuses on individual candidates' perspectives and the impact of testing on their learning The importance of understanding learners' viewpoints is highlighted in previous studies, such as the examination of IELTS candidates' interpretations of prompts.

Research on examination preparation has been significantly shaped by washback studies, which explore the impact of testing on learners and their preparation methods The washback hypotheses proposed by Alderson and Wall (1993) emphasize the importance of understanding learner perspectives on testing However, Messick (1996) critiqued washback for its focus on achieving high test scores rather than developing essential skills Investigations, such as Green's (2006) study on student and teacher perceptions of IELTS washback, highlight the experiences of candidates enrolled in English study programs, revealing insights into their preparation for the IELTS exam.

Purposes classes in the United Kingdom Hawkey (2006) found that, in his survey as part of an IELTS impact study, 96% of students had experienced an IELTS preparation course

In Adelaide, numerous candidates for the IELTS General Training module choose not to participate in preparation classes, placing the onus of their study efforts on themselves Consequently, this study primarily aims to explore and describe the experiences and preparation practices of these candidates outside of formal language programs as they get ready for the IELTS examinations.

Mickan and Motteram (2008) concluded the study of an IELTS preparation course with the following:

Future research is essential to explore student experiences in preparation programs, enhancing the pedagogical focus of this study Understanding how students develop awareness of tasks and test-taking strategies over time can guide the content and design of IELTS preparation programs Building on Motteram's (2006) case study methodology, which examined washback effects on learner preparation through interviews with three candidates, this study further investigates individual preparation practices among a small cohort of IELTS Test candidates.

Method

The study was conducted in two stages from March 2007 to January 2008 The first stage of the project surveyed IELTS candidates in order to identify participants for the case studies

3.1 Method for Stage 1: Survey of IELTS candidates

Stage 1 aimed to gather information for selecting case study participants and identifying key issues related to test preparation The objectives of this phase included understanding participant needs and challenges in the context of test readiness.

! survey recent IELTS candidates about their preparation for taking the Test

! collate and analyse responses from the survey to identify themes and commonalities in the preparation experiences of candidates

This phase of the project served two purposes:

! it informed the selection of case study participants in an attempt to reflect the candidate population in Adelaide

! it guided the documentation for Stage 2 through the identification of the contexts and practices relevant to preparation experiences of candidates

In Stage 1, candidates completed a survey as they exited an IELTS test centre, providing insights into their backgrounds, educational experiences, and preparation for the IELTS Test The survey, informed by previous studies by Wall and Horak (2006) and Elder and O’Loughlin (2003), was initially piloted with students at a local English language centre who had achieved IELTS scores between 5.0 and 6.5 Feedback from this pilot helped refine the survey questions for clarity and relevance.

After completing the IELTS Test at the test centre, candidates were encouraged to participate in a survey On that day, around 240 individuals took the test, with 78 candidates successfully filling out the survey.

3.2 Method for Stage 2: Case studies

The second phase of the study documented the experiences of candidates who were preparing for an IELTS Test The objectives of the second phase of the study were to:

! conduct longitudinal case studies for the investigation of individual candidates’ activities as they prepared for the IELTS Test

! describe the preparation practices of candidates

! discuss implications of this study for IELTS preparation

Data from Stage 2 of the project included:

! recorded and partially transcribed interviews with case study participants

! documentation of candidates’ preparation tasks

! email communication between case study participants and researcher

! recorded and transcribed interviews of selected stakeholders allied with individual candidates (family members, housemates and teachers of the candidates)

! observational notes of selected, significant events in candidates’ preparation for IELTS, and documentation of candidates’ practices in classrooms and other relevant contexts

The Stage 1 survey identified candidates for case documentation, revealing that 56 individuals prepared for the IELTS Test independently, with 80% not attending preparation classes To engage these prospective candidates, invitations to participate in case studies were sent to all registrants for the IELTS Test in Adelaide, alongside an informational package distributed five weeks prior to the test Some candidates noted their use of the State Library's services for English language development, where volunteer tutors offer conversation practice, editing assistance, and study material selection for IELTS preparation Library staff supported the project by promoting it to students and distributing recruitment materials Additionally, project information was displayed at the IELTS test centre and university campuses, while invitations were also sent to newly registered candidates and English language centres in Adelaide.

Recruitment through English language centres proved effective, as teachers encouraged student participation, bolstering the research's legitimacy due to the alignment of language programs with the study However, this approach overlooked the preparation practices of the 72% of candidates who did not enroll in IELTS or intensive English courses Despite the challenges in researching this demographic, it was essential to include them in the case studies To incentivize participation, subjects selected for the case studies were offered a $50 bookstore voucher.

In a study involving 16 participants, initial interviews were conducted, with eight individuals continuing until their IELTS results were available Some participants provided limited information due to challenges in maintaining contact, attributed to their mobility and significant commitments to support themselves and their families The structured initial interview focused on gathering general biographical details, including prior experiences with formal language assessments, educational background, and specific relevant information.

IELTS Research Reports Volume 10 highlights key findings in language education, as detailed in Table 1 The initial interview established a framework for future interactions, including scheduling, communication methods, and tailored data collection strategies for each participant.

Further interviews adopted a less formal approach with some meetings involving short exchanges of information while others became lengthy chats about language and culture Interviews ranged between

In a study examining preparation tasks before a test date, participants were required to maintain a diary of their activities However, the effort was largely unsuccessful, with only two participants submitting complete diaries and a few others providing partially filled entries.

As the test dates approached, communication between the research assistant and participants primarily occurred through email and text messages, with some participants opting for informal face-to-face meetings to discuss their ongoing engagement with IELTS and personal life changes All correspondence was archived for future reference as writing samples, alongside collected preparation tasks like writing practice tests To gain a deeper understanding of participants' experiences, some were observed during their part-time jobs.

The research assistant conducted interviews with the participants' teachers at their English language school, while participants promptly emailed their test results upon receipt.

The study aimed to describe the experiences of eight candidates preparing for the IELTS Test, utilizing information from recorded interviews and emails to create detailed profiles The selection of data focused on participants' specific references to testing and test-taking, emphasizing their experiences beyond traditional classroom settings By analyzing learning from a social perspective, the study revealed significant variations in preparation practices among the subjects Consequently, summaries of these findings have been included in the report (Appendix 3), with the analysis framed around the personal preparation practices of the candidates.

Stage 1: Discussion

This section discusses key findings from the survey conducted with candidates exiting the IELTS test center, focusing on issues pertinent to the case study research in Stage 2 The insights gathered provide valuable context for understanding the candidates' experiences and perspectives.

1.1 Number of respondents: 49 male, 29 female

1.2 Age in years: Majority aged 20 – 27 years

Male Respondents Country of Birth Female Respondents Country of Birth

Table 1: Respondents’ countries of origin

The majority of male candidates originated from India, while most female candidates were from China Many participants expressed a strong interest in discussing the Test and voiced critical opinions regarding the use of IELTS for immigration purposes.

1.4 Length of stay in Adelaide and/or other parts of Australia (m = months)

A notable portion of respondents had resided in Australia for two to three years, with many indicating that they were taking the Test as part of their visa application process.

(Not considered significant for Stage 2 of study)

Among the questionnaire respondents, nine completed the Academic module while 67 opted for the General Training module, likely influenced by various factors Notably, the General Training module is essential for immigration, and upcoming changes to the points system for permanent residency visas in Australia may have also played a significant role in their decision-making.

3.2 Past experience with IELTS examinations

Most respondents indicated they had taken the Test at least once, typically using IELTS Academic results for university admissions and later relying on IELTS General Training scores for permanent residency applications after completing an Australian qualification This trend explains why many participants had previously attempted the Test, although it does not clarify the reasons for those who had taken it two or three times.

3.3 What will you use your IELTS result for?

Purpose for taking test Number of respondents

Note: Total 81 – some respondents nominated dual purposes for taking the test

Table 3: Purpose for taking test

The role the test has in Australian immigration procedures is demonstrated in the responses to section 3.3 of the test

4.1 When did you book to do the test?

Table 4: Enrolment for the IELTS Test

Candidates often prepare for the IELTS Test well in advance, with some traveling significant distances to secure a spot For instance, one individual flew from Sydney to Adelaide specifically to take the test, as he urgently needed his score for a visa application tied to a job offer Unfortunately, the high demand for test dates in Sydney left him with no options locally Additionally, some candidates expressed uncertainty about their scheduled test dates.

4.2 Did you get advice about taking the test from friends, teachers or anyone else?

Table 5: Advice for test-taking

In response to Question 4.2, most candidates had obtained advice about taking the Test When asked from whom, they reported from friends or teachers

4.3 Did you prepare for the test with another person?

Most candidates had prepared alone

4.3.1 If yes, with whom did you prepare?

Friend(s) Relative/partner Housemate Other

Table 7: Preparation with other person

Those who responded Yes to Question 4.3 prepared with friends or a relative One response noted with a school counsellor, another with a housemate The term ‘friend’ included one or more friends

4.3.2 What did you do together to prepare for the test?

Study/talk together Access institution Use of resources Practice tests

Candidates enhanced their preparation by collaborating through discussions, sharing resources, and conducting practice tests They noted the importance of communication, stating, “We speak to each other,” and utilized online samples for study Additionally, respondents took advantage of the English Language Learning Improvement Service (ELLIS) at the State Library, which provides valuable support for language improvement.

The IELTS Research Reports Volume 10 and 11 highlight the effectiveness of conversation classes, desk tutors for writing support, and English Language Learning computer programs, along with various IELTS materials designed for English learners Participants were recruited through the ELLIS program to contribute to this research.

Section 5 asked for details about candidates’ test preparations

5.1 What did you do to prepare for the Test?

Study/ practise for test Take practice tests Resources:

Most respondents actively engaged in test preparation by studying and practicing various test-taking strategies at home and online They utilized sample materials from books and the internet, with some candidates highlighting the importance of writing models While one student emphasized consistent writing and discussions with friends, another expressed skepticism about the need for preparation, citing speaking ability as paramount Thirteen candidates participated in practice tests, with one individual completing seven Resources leveraged for preparation included published materials, online samples, library visits, and even television programs.

A candidate mentioned engaging in activities such as reading newspapers and listening to the radio, which allowed them to encounter diverse discourses in various formats Additionally, the category labeled ‘Nothing’ encompassed responses where candidates either provided no answer or left their response blank.

! reading advice on what to do and not to do in the Test

! analysing the format of the Test

! obtaining feedback on drafts from a school counsellor

! chatting with friends with specific mention of local English-speaking friends

! study in country of origin

! practising management of time for taking the Test

The responses to this question suggest a wide variety of practices

5.2 Did you attend English lessons in preparation for taking IELTS?

A significant number of respondents did not participate in formal language classes while preparing for the Test, with 56 candidates indicating they self-studied Notably, 80% of students reported not attending any preparation lessons, highlighting that test preparation is largely an individual effort reliant on personal initiative and resources This finding contrasts sharply with Hawkey’s (2006) research, which revealed that 96% of candidates had engaged in a preparation course, as those subjects were recruited through language centers.

5.3 Did you use an IELTS preparation textbook?

5.3.1 If yes, which book or books did you use?

Other (bks in library; from China/Hong Kong; internet; not specified) 6

Section 5.3 records the significant role that access to, and use of, relevant resource materials have in IELTS preparation, with 53% respondents using an IELTS preparation textbook Question 5.4 asked whether respondents had used IELTS preparation websites Twenty-eight respondents claimed that they had, with most referring to the IELTS site

5.5 Did you do practice tests?

Table 13: Respondents doing practice tests

Responses to Question 5.5 support the findings from Question 5.1 regarding the preparatory study for the Test Notably, nearly 50% of participants reported that they did not utilize practice tests for preparation Among those who did engage in practice, the frequency of use varied significantly.

Table 14: Number of tests practised

Individual variation exists in the frequency of practice tests, with some candidates dedicating two hours daily, while others take tests every day or only during the week leading up to the exam Some individuals reported completing two to three tests in a single day, while others engaged in testing for six to seven consecutive days Additionally, several candidates practiced between once and four times a month, with an increase in test-taking frequency observed in the week prior to the exam.

5.6 Please list any other preparation activities you did below

Preparation activity No of respondents

A relatively small number of other preparation activities were noted Additional comments are listed in Appendix 2

The Stage 1 survey indicated that a majority of respondents participated in the IELTS General Training module, with few enrolling in preparatory programs This highlights the significance of the Test for candidates, as many took it multiple times and incurred expenses such as traveling from Sydney to Adelaide Access to test materials played a crucial role in their preparation, while only a small number studied collaboratively The insights from Stage 1 were instrumental in identifying case study subjects who were not enrolled in language courses and in recruiting participants from various countries.

Stage 2: Case study information

In Stage 2, detailed information was obtained about individual preparation practices of case study candidates Language and testing experiences of the case studies are summarised in the table below

Name Age Education experience English experience Previous test experience Scores

2 years of English at university, 80mins/wk Institutional TOEFL 465 as part of Scholarship Test

3 months English course + homestay before first test date

2 yr Masters in Applied Finance from Indian uni

2 yr Masters in Accounting from Australian uni

EFL classes ages 6–14 Academic assignments from 14yrs submitted in English

University education in India delivered in English with Bengali support

(Telecommunications) From Kazakhstani uni Delivered in Russian

Studied English at university (less than 10 in class, Beg – Adv) Institutional TOEFL 473 as part of Scholarship Test

3 months English course + homestay before first test date

IELTS in August 2005 TOEFL in Kazakhstan

Dy 24 Bachelor of Accounting and Finance from Chinese university

English study from 3–22 years of age,1–2 hrs/wk From uni graduation 2hrs per day self study + 4x30min conversation lessons/wk

2 months of IELTS prep classes in China, once a week for

6 hours Chinese and native English teachers;

Native teacher for oral practise, 40 students/ class

Ram 25 Bachelor in Computing from Indian uni Masters in Information Systems from Australian uni

7 years of schooling (grades 5–12) - half English delivery Bachelor studies delivered in English Living, studying and working in Australia for three years

Information Systems from Kazakhstan uni

High school (6 years) 70% English delivery

At uni, 2 hrs/wk Used English at work (risk management)

Ei 29 Bachelor of Medicine from

Chinese uni Masters in Nutrition and Dietetics from Australian uni

From Year 7 at school through to university

Pre-enrolment English course in Australia Masters degree in Australian university

Living, working and studying in Australia for nearly four years

IELTS four times previously 2002 (Academic)

2006 (General) O6.5 4/2007 (Academic) [writing 6],O7 7/2007 Academic- did not sit

Oka 27 Women’s college degree in

Studied English since junior high school in Japan

English as part of four- year college study One month homestay and English study in Perth

TOEFL during college TOEIC three times – needed score of 470+ to pass English component of degree

Bachelor of Pharmacy at Australian university

70% of high school content delivered in English

2 years Pharmacy studies in Malaysia delivered in English

3 years Pharmacy studies in Australia

First IELTS test No results reported

Go 21 Bachelor of Commerce from Australian university Continuing student in Bachelor of Laws at Australian university

Studied English at school in China

Final two years of school at Australian high school 20/20 for final year ESL course

Three years of Australian university life, double degree

Table 16: Case study – general information

The study involved participants aged 21 to 29, a critical stage in their career development Among them, six individuals held Master’s degrees in fields such as engineering, physics, accounting, finance, nutrition, and information systems, while others possessed Bachelor’s degrees in accounting, English, computing, and commerce Notably, one student was pursuing a second undergraduate degree in law, and another was studying for a Bachelor of Pharmacy The participants' English language experiences varied significantly; only one had not studied English in school, three began their English education in elementary school, and four studied subjects in English at school or university in their home country Additionally, three participants had homestayed in English-speaking countries, and one attended high school in Australia Four candidates combined their university studies with work in Australia, while another utilized English in a professional setting.

Students’ previous language proficiency test experiences included TOEFL (four candidates) and TOEFL plus TOEIC (one candidate) IELTS had previously been taken by five candidates: two had sat

The IELTS Research Reports Volume 10 highlights that candidates often take the test multiple times, with some individuals attempting it as many as four times This repeated testing underscores the significance of the IELTS in shaping candidates' life opportunities, as scores and test experiences can vary significantly.

The following table summarises information related to the profiles and preparation practices of case study subjects in Stage 2 of the project

Name Reasons English use opportunities

20 hrs/wk English classes Homestay family (mother and son, NESB)

Attending classes Daily life with homestay Attended English circle

IELTS preparation elective Sample tests listening, reading and writing

Feedback on writing from homestay

Vocabulary learning from sample texts

Masters in Accounting (full-time student) Part-time kitchen hand

(10 – 15 hrs/wk) Accessed library tutors

Full time university student – Lectures, tutorials, assignments (including group assignments with local students) and exams (until four weeks before test date)

Four weeks full-time, independent preparation at State Library

Many practice tests, especially writing

Feedback on writing from library tutors

20 hrs/wk English classes Homestay family (retired couple)

Listening to the radio Watching TV

IELTS preparation elective Practice tests

Reading test strategy books Listening exercises Reading academic materials Academic vocabulary

Dy Permanent residency Work in fashion boutique

Masters in Business and Accounting (full-time student) Friendship group (all NESB)

Changed living arrangements to increase opportunities for speaking practise following disappointing IELTS result

Full-time university student – Lectures, tutorials, assignments (including group assignments) and exams

Past relationship with local man

51 IELTS (website) Vocabulary list – 1000 useful phrases

Full-time work in fast food store

Accessed library tutors Private IELTS tutor (NESB)

Had been part-time and full- time university student - Lectures, tutorials, assignments and exams

Feedback from private IELTS tutor

20 hrs/wk English classes Homestay host (single woman with large extended family) Other Kazakh students

Reading; novels, newspapers and magazines

Translation work (academic marketing texts English to Kazakh)

IELTS preparation elective Practice tests including daily listening tests (every morning) Vocab cards

Work as medical professional – with patients and colleagues Home (English contact language with husband)

Watching movies Listening to the radio

Academic writing project IELTS preparation elective

Practice tests (mostly listening and reading)

Work in yiros shop (Lebanese takeaway shop) – mostly weekend nights Workmates (NESB) Student with many contact hours Specific communication in Health subject

Full-time university student Listening, reading and writing tests Preparation materials borrowed from library Advice on preparation from friends

Work as waitress in Chinese restaurant

Homestay (NESB parents) Full-time law student

Tutor in undergraduate commerce subjects

Full-time university student – Lectures, tutorials, assignments and exams Heavy reading load

Practice tests Writing – memorising sample texts

Reading tests with awareness of time management

Table 17: Profiles of case study candidates

This section is based on the data relevant to the IELTS preparation of 10 of the case studies

Many factors impinge on candidates’ IELTS preparation and actions taken to prepare for tests

The case studies highlight factors influencing candidates' test readiness, such as age, English language education, and prior test experiences Most subjects were in their twenties, had received formal English education, participated in various post-school English classes, and had previously taken proficiency tests.

Four candidates, Ale, Bezat, Oka, and Ina, enrolled in a highly sought-after General English for Academic Purposes course, which featured small, streamed classes taught by experienced instructors This course aimed to prepare students for university study by fostering independent learning skills Additionally, an IELTS preparation elective was offered, concentrating on the Academic module of the test, incorporating practice tests, test-like tasks, strategic commentary, and feedback on writing assignments.

The reasons for taking the IELTS Test varied among subjects, with five seeking permanent residency, three aiming for university entrance and scholarships, and two pursuing employment opportunities, including Ei, who required the Test for medical registration The candidates demonstrated aspiration, as their IELTS scores significantly impacted their life trajectories Many repeated the Test to improve their scores, highlighting its importance; for instance, Ram took the Academic module once and the General Training module three times, facing financial stress in the process The rising score requirements for permanent residency and the necessity of test results for higher education admission underscored the Test's critical role in their lives, serving as a gateway to enhanced professional opportunities Consequently, preparation for the Test was a top priority for all subjects.

Subjects were motivated to take advantage of classes and resources for their preparation However, one candidate believed that obtaining a high score was serendipitous

Despite residing in an English-speaking environment, candidates experienced varying levels of English language use based on their domestic arrangements and relationships Some subjects engaged regularly in English, while others had significant interactions with speakers in their workplaces The eco-social contexts of these candidates, as illustrated in previous profiles, highlighted how social circumstances impacted their ability to prepare for tests Factors such as cost and personal situations affected their enrollment in language programs.

Many IELTS candidates faced financial and time constraints that limited their ability to enroll in language courses and participate in IELTS preparation programs The Stage 1 survey revealed that only 2% of test-takers had attended such courses Among the case studies, four students engaged in 20 hours of English classes weekly, two utilized tutors at the public library, and one opted for a private tutor.

Living arrangements and relationships significantly influence language use and development Low-skill jobs, such as food preparation and waitressing, often limit exposure to English, providing only predictable discourses However, living with English-speaking homestay families or peers can enhance language practice and feedback For instance, Dy improved her English by changing her living situation to interact more with English speakers Full-time language students benefit from regular exposure to diverse and challenging speech through lectures and assignments, while tertiary students engage with disciplinary discourses facilitated by skilled tutors Additionally, some individuals incorporate English into their daily lives by listening to the radio, watching television and movies, and reading various materials like novels, newspapers, and marketing texts.

Many participants actively prepared for the Test through planned activities beyond their regular English classes Their preparation involved listening and reading exercises, practicing with sample tests, and receiving feedback from tutors at the State Library Strategies employed included vocabulary acquisition, memorizing phrases, and studying written sample texts Ei acknowledged her need to enhance her spoken pronunciation and proactively invited her dietician clients to provide feedback on her language skills Her confidence and initiative in seeking language improvement were commendable.

Students utilized a variety of resources for IELTS preparation, including language programs, tutor assistance, practice books, sample tests, and vocabulary lists They explored websites offering test-taking strategies and tips specifically for the IELTS exam One student, Zat, altered his handwriting in hopes of boosting his score, yet he neglected to write sample responses or seek feedback to enhance his writing skills.

Feedback, reflection, and self-analysis play a crucial role in language development for students attending English language courses Participants received valuable insights on their language use from various sources, including volunteer tutors at the State Library and feedback from household members This constructive criticism heightened their awareness of language usage, aiding in their comprehension of test components and objectives Different types of feedback were provided, such as grammar corrections during practice exercises and homestays, while individuals like Ei actively sought input on her language skills during diet consultations, demonstrating effective strategies for improving communication.

Instruction and feedback guided candidates' test preparation by highlighting specific testing features Some participants acknowledged their lack of knowledge on how to improve their scores but did not actively seek out effective strategies, opting instead to request assistance from the researcher.

Preparation for the Test increased as the date for testing approached:

! seven to eight weeks before the Test, Oka made a decision to knuckle down and work harder; her study diary shows an intensification of work from mid-December

! Aba commented that ‘I think four weeks is not a short amount of time to spend preparing for a test like this’

! Bie remarked ‘but I will start about four weeks before the test, it should be enough for me’

! Zat struggled with intensive practice but decided that it wouldn’t be the best way to prepare

! Ei undertook some test familiarisation by looking at exemplars

! Go did some practice writing.

Discussion

This study builds on Motteram’s (2006) investigation of washback on IELTS preparation, which involved interviewing three candidates over three months to document their preparation practices The initial survey revealed a low number of candidates enrolled in test preparation courses The case study approach highlighted how candidates prepared for tests outside formal instruction, although it was limited by a small sample size and time constraints Some participants ceased communication after initial interviews, but interviews provided valuable insights into individual preparation experiences Follow-up emails allowed for extended contact, including the collection of IELTS scores, though only two students maintained diary entries, which served as brief prompts for subsequent interviews.

The case study revealed diverse conditions and life experiences of candidates preparing for the IELTS Test A significant issue identified was the frequent retaking of the test, which led to fluctuations in scores and impacted candidates' confidence Many test-takers expressed frustration with the rating procedures, while Ram and Go viewed success on the Test as a matter of luck Ram, in particular, resorted to superstitious practices, believing that appeasing the gods would help him achieve his desired score.

Candidates reflected on their previous test performances but failed to identify necessary changes for improvement Many informants noted that achieving a high IELTS score has become more challenging compared to the past Some believe that taking the IELTS locally is harder than at international centers, leading to a widespread perception that higher scores are more attainable offshore However, comparing local and international test data is problematic due to varying test times and the potential influence of the luck factor, as described by Green (2005), which may skew score differences.

Zat, a physicist, was well-informed about pollution, which had recently been a topic in the Speaking test, echoing the experiences of students who had prepared for similar subjects in the Writing section Meanwhile, Bie received advice from a friend suggesting that she should take her IELTS exam in Malaysia.

Zat suggested that individuals in Kazakhstan achieved higher IELTS scores compared to those in Australia Meanwhile, Dy posited that the Adelaide IELTS test center imposed score quotas of 6.0 and 7.0 to restrict the number of applicants for permanent residency, a claim that has been supported by evidence.

Recent government changes have raised the minimum overall IELTS score required for permanent residency applications Additionally, many candidates believe that practice tests are less challenging than the actual exams, as they tend to score higher on sample tests taken at home or in libraries compared to their official test results.

Participants' feedback on test performance indicates a perceived lack of personal agency regarding assessment outcomes Many expressed that their success relied heavily on expert assistance, highlighting a dependence on feedback for reflection and self-analysis In survey responses, some candidates admitted to not preparing for the test, stating, "what can you do, it’s just English on the day," emphasizing that without mentorship, they felt limited in their ability to succeed independently.

Conclusion

The examination of preparation practices for IELTS Tests raises important theoretical questions regarding language learning and development These tests, designed to assess language proficiency, involve preparation that focuses on both test-wiseness and language enhancement According to Mickan and Motteram (2008), teachers preparing students for the IELTS Test must navigate a spectrum between fostering language skills through general or academic classes and specifically training for the test itself Participants in this study who enrolled in IELTS preparation courses were instructed in effective test-taking strategies.

Opinions vary on whether grammatical knowledge or discourse development is more beneficial for language acquisition The IELTS Test evaluates candidates' discourse skills and their ability to create meaning through various text types (Mickan 2008) It assesses their understanding of different discourses and their capacity to express meanings appropriately (Mickan 2006) Participants in this study were learning to derive meaning from diverse speech and literacy experiences in their daily interactions and work environments Through numerous language encounters, individuals enhance their ability to make informed discourse choices and receive feedback on any missteps Consequently, candidates must cultivate a diverse range of discourse resources to navigate general testing instructions and subject-specific tasks effectively Since candidates cannot predict the exact themes that will appear on the IELTS Test, they require extensive exposure to language use across various human activities.

Case study research is valuable for highlighting individual experiences and gaining insights into candidates' unique circumstances that affect test-taking This study has revealed significant differences in preparation practices, emphasizing the life situations of candidates and exploring their motivations for taking and retaking the test.

The study has raised two major issues for further research:

! the apparent intractability of success for some students

! the inconsistency of test scores on repeated test-taking

Addressing fundamental issues in test-taking requires a thorough analysis of individual performance, utilizing text analysis methods (Mickan 2003, Mickan and Slater 2003) to track changes in literacy and oracy over time Additionally, employing verbal protocols from students during assessment tasks and their preparation (Green 1998) enhances our understanding of the assessment process Documenting candidates' experiences during test preparation and the testing itself is crucial, as it directly influences their life trajectories and contributes to a broader comprehension of assessment procedures.

We extend our gratitude to the candidates and especially to the case study participants for their time and effort in completing the survey and engaging in personal discussions Collaborating with you was an invaluable experience The detailed feedback from the report readers was extremely helpful, and we are also thankful for the support from IELTS Australia in conducting this study.

Alderson, J and Wall, D, 1993, ‘Does washback exist?’ in Applied Linguistics, vol 14, no 2, pp 115-129

Bailey, K, 1999, Washback in Language Testing, Educational Testing Service, Princeton, New Jersey

In the 1998 study by Brown, J., titled "An investigation into approaches to IELTS preparation, with particular focus on the Academic Writing component of the Test," published in IELTS Research Reports Volume 1 by IELTS Australia Pty Ltd, the author explores various strategies for preparing for the IELTS exam, emphasizing the significance of the Academic Writing section The findings, presented on pages 20 to 37, provide valuable insights into effective preparation methods that can enhance candidates' performance in this critical component of the test.

Elder, C and O’Loughlin, K, 2003, ‘Investigating the relationship between intensive English language study and band score gain on IELTS’ in IELTS Research Reports, Volume 4, IELTS Australia Pty Ltd, Canberra, pp 208-254

Green, A, 2005, ‘EAP study recommendations and score gains on the IELTS Academic Writing test’ in Assessing Writing, vol 10, no 1, pp 44-60

Green, A, 2006, ‘Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes’ in Assessing Writing vol, 11, no 2, pp113-134

Green, A, 2007, IELTS Washback in Context: Preparation for academic writing in higher education, Cambridge University Press, Cambridge

In their 2004 study, Hayes and Read explore the impact of the IELTS exam on teaching materials, highlighting the concept of washback in language testing Published in "Washback in Language Testing: Research contexts and methods," this research, edited by Cheng and Watanabe, delves into how standardized testing influences educational practices and curriculum design The findings underscore the significant relationship between assessment and teaching, emphasizing the need for alignment between exam content and instructional materials to enhance language learning outcomes.

Hawkey, R, 2006, Impact Theory and Practice: Studies of the IELTS test and Progetto Lingue 2000, Cambridge University Press, Cambridge

Messick, S, 1996, ‘Validity and washback in language testing’, in Language Testing, vol 13, no 3 pp 241-256

Mickan, P, 2003, ‘What's your score? An investigation into language descriptors for rating written performance’ in IELTS Research Reports, Volume 5, IELTS Australia Pty Ltd, Canberra, pp 125-157

Mickan, P, 2006, ‘Socialisation, social practices and teaching’ in Social practices, pedagogy and language use: studies in socialisation, eds P Mickan, I Petrescu and J Timoney, Lythrum Press,

Mickan, P, 2008, ‘Making sense of tests: the social semiotics of assessment’, paper presented at

Mickan, P and Slater, S, 2003, ‘Text analysis and the assessment of academic writing’ in IELTS

Research Reports, Volume 4, IELTS Australia Pty Ltd, Canberra, pp 59-88

Mickan, P and Motteram, J, 2008, ‘An ethnographic study of classroom instruction in an IELTS preparation program’ in IELTS Research Reports, Volume 8, IELTS Australia Pty Ltd,

Motteram, J, 2006, ‘An investigation into prospective IELTS candidates’ test preparation’, unpublished MA thesis, The University of Adelaide, Adelaide

Read, J and Hayes, B, 2003, ‘The impact of the IELTS test on preparation for academic study in New Zealand’ in IELTS Research Reports, Volume 5, IELTS Australia Pty Ltd, Canberra, pp 153-206

Robb, T and Ercanbrack, J, 1999, ‘A study of the effect of direct test preparation on the TOEIC scores of Japanese university students’ in TESL-EJ vol 3, no 4, retrieved 15 September 2005 from

Templer, B, 2004, ‘High stakes testing at high fees: Notes and queries on the international English proficiency assessment market’ in Journal for Critical Education Policy Studies, vol 2, no 1, viewed

29 September 2008 at

Survey form

Discipline of Linguistics School of Humanities

IELTS PREPARATION STUDY 2007 SURVEY FOR RECENT IELTS CANDIDATES

We invite you to fill in the information on the survey form attached

We would like to talk with you about preparing to take the IELTS examination

Please write the information below so that we can contact you

If you do not wish to talk to us, please do not write your contact details

Thank you for your time

Tel: 8303 3405 Email: peter.mickan@adelaide.edu.au

Tel: 8303 3343 Email: johanna.motteram@adelaide.edu.au

Please return your completed survey to Peter or Johanna before you leave today

1.4 How long have you lived in Adelaide?

1.5 Have you lived in any other English speaking country? If yes, where and how long?

2.1 How many years have you spent at school?

2.2 How many years have you studied English?

2.3 Have you started a university degree or other post-school qualification?

2.4 Have you completed a university degree or other post-school qualification?

3.1 Did you take the Academic or General test today? [please circle]

3.2 Have you taken the IELTS test before? Yes / No

3.2.1 If yes, how many times and when and where did you take it?

3.3 What will you use your IELTS result for?

4.1 When did you book to do the test?

4.2 Did you get advice about taking the test from friends, teachers or anyone else?

4.2.1 If yes, from whom did you get advice and what advice did they give you?

4.3 Did you prepare for the test with another person?

4.3.1 If yes, with whom did you prepare?

4.3.2 What did you do together to prepare for the test?

5.1 What did you do to prepare for the test?

5.2 Did you attend English lessons in preparation for taking IELTS? Yes / No

If yes, Please give details by filling in the following information

Description of lessons or class Yes/No Where? When? How many hours / week?

5.3 Did you use an IELTS preparation textbook? Yes / No

5.3.1 If yes, which book or books did you use?

5.4 Did you use IELTS preparation websites? Yes / No

5.4.1 If yes, which websites did you use?

5.5 Did you do practice tests? Yes / No

5.5.1 If yes, how often and how many did you do?

5.6 Please list any other preparation activities you did below

Please add any other comments you would like to make

If you wish to share your experience in preparing for the IELTS test, please provide your name and contact information below or on the survey form provided.

Thank you very much for your time Peter & Johanna

Please hand your form to Peter or Johanna

IELTS preparation survey results

(Information obtained from the original survey of test-takers exiting test centre)

1.1 Number of respondents: 49 male, 29 female

1.2 Age in Years: Majority aged 20 – 27

Number Country of Birth Number Country of Birth

1.4 Length of stay in Adelaide and/or other parts of Australia (m = months)

1.5 Other experience in English speaking country?

(Not considered significant for Second Stage.)

(Not considered relevant for Second Stage)

3.2 Past experience with IELTS test: varied from first to multiple tests taken

3.3 What will you use your IELTS result for?

Purpose for taking test Number of respondents

(Total 81 – some respondents nominated dual purposes for taking the test.)

4.1 When did you book to do the test?

(Unsure: 1; Unsure, more than 2 months: 1; Unclear: 4)

4.2 Did you get advice about taking the test from friends, teachers or anyone else?

4.2.1 If yes, from whom did you get advice and what advice did they give you?

Responses varied but most referred to friends or teachers, references to advice were limited

4.3 Did you prepare for the test with another person?

4.3.1 If yes, with whom did you prepare?

Friend(s) Relative/partner Housemate Other

(Notes: Friend includes girl/boy friend & with more than one friend; One respondent referred to boyfriend and parents; Other—school counsellor)

4.3.2 What did you do together to prepare for the test?

Study/talk together Access institution Use of resources Practice tests

(Note: some candidates noted more than one action; many candidates prepared alone)

5.1 What did you do to prepare for the test?

Study/practise for test [I=internet]

Format Advice Course Feedback Friends

5.2 Did you attend English lessons in preparation for taking IELTS?

If yes, please give details

! Special IELTS preparation, Home (India), Since 2 month

! Special IELTS preparation, Iran, 1 year before, 6 months

! Special IELTS preparation, at a college, since last July, 5 days per week, 6 hours

! Special IELTS preparation, Korea, last summer, 2 months

! Special IELTS preparation + Other English language programs ticked

! Special IELTS preparation language course, 1 year (ago?), 6 months (duration?)

! Special IELTS preparation China 2001, 2 weeks + Other E.L.P Adelaide, 2005, 15 weeks

! Special IELTS preparation, China 2005, 3 months

5.3 Did you use an IELTS preparation textbook?

5.3.1 If yes, which book or books did you use?

Other (bks in library; from China/Hong Kong; internet; not specified) 6

Note: significance of access to relevant resource materials with 53% using an IELTS preparation textbook

5.4 Did you use IELTS preparation websites?

5.4.1 If yes, which websites did you use?

Websites Number www.ielts.org 12

5.5 Did you do practice tests?

5.5.1 If yes, how often and how many did you do?

Responses regarding practice test frequency varied significantly One individual reported studying for two hours daily, while five candidates indicated they practiced every day, with one only doing so in the week leading up to a test Another participant completed two to three tests in a single day, and another tested for six to seven days Others mentioned practicing between once and four times per month, with a notable increase in practice test frequency during the week prior to the exam.

5.6 Please list any other preparation activities you did below

! What will you do for preparing those people who are not student, who has no sufficient money and still they want good result? Question

! Is it necessary to take ielts exam for student?

! Please don’t make us wait for such a long time before we can go into the test room and have a seat

! Then what about other ppl who don’t know any English or I can say nothing

! I had scored 7 in all sub-bands but I failed to get 7 in reading I got only (5.5)

! Recently we see reading test are very tough than sample ones

! Please provide the IELTS results in websites

! Should have a stricter marking scheme

! Giving sth for eat during the exam will have positive effections

! Didn’t prepare a lot due to lots of assignment during this period

! IELTS is only for earning money

! It makes people sick, depressed

! It should not be necessary who already spent there 2 year or more time in English speaking country – like Canada

! Improve for listening room, give headphone in listening

Profiles of case studies

Ale

Ale, a 24-year-old engineer from Kazakhstan, holds a five-year degree in Information Measuring Technologies While she studied English in school as part of the general curriculum, her motivation was limited During her university years, she focused on technical English for two years, attending two 40-minute sessions weekly.

Ale was enrolled in an English for Academic Purposes (EAP) class at a South Australian university's language center while preparing for the IELTS To meet her requirements, she needed to successfully complete her English course or obtain an overall Academic IELTS score of 6.5, with no individual band score falling below the required threshold.

6) to gain entrance to a Masters course Ale also needed to achieve the IELTS score to continue receiving the government scholarship which was funding her study in Australia Ale’s study plan changed while she was preparing for IELTS She decided that she would like to attend a different university which would require a higher IELTS score than the university she had a conditional offer for This meant that she needed an Academic IELTS score of 6.5 overall Ale’s change of plan was linked to the attractions of a less harsh climate interstate and her preference for a combined Masters degree (business and IT) over a Masters of IT

Ale prepared for the IELTS by attending General English for Academic Purposes classes four days a week for three hours each session, along with one three-hour IELTS preparation class weekly Her IELTS teacher provided written feedback on her writing assignments, both completed in class and as homework, using a specialized feedback sheet that assesses student performance across five key criteria.

‘can do’ statements for each task The ‘can do’ statements relate to time management, vocabulary and discourse and sentence structure

Outside of class, Ale engaged in practice tests for listening, reading, and writing, verifying her answers with the provided keys She sought feedback on her writing from her homestay host and returned to texts to expand her vocabulary Ale maintained a detailed notebook containing vocabulary lists, responses to writing prompts, and excerpts from "IELTS Secrets." Additionally, she listened to the radio to enhance her listening skills.

Ale's experiences using English were primarily within her English language center and her homestay, which she found problematic During her first interview, she expressed concerns about her homestay host, who spoke English as a second language with Mandarin as their first language, making their pronunciation challenging for her Additionally, Ale faced limited opportunities to practice English, as her busy host and the host's uninterested 12-year-old son provided little interaction As her test date approached, her situation worsened when a visiting Chinese student’s mother shifted the household's primary language from English to Chinese, coinciding with a three-week break from the English language center during the Christmas/New Year period, which was exceptionally hot.

Adelaide faced challenges with the heat and a noisy Mandarin-speaking housemate during her homestay, which lacked an English-speaking community for practice Additionally, she felt the pressure to excel in her IELTS exam.

Ale's primary community of practice emerged from her classes at the English language center, where she and her friends from Kazakhstan, all on government scholarships, committed to using English as their main language of communication Observations of Ale interacting with her peers outside the language center confirmed that they consistently communicated in English.

Ale was successful in her attempt to obtain an Academic IELTS score of 6.5 Overall with no band score lower than 6.5.

Aba

Aba, a 28-year-old Indian male, was a final semester postgraduate accounting student at a South Australian university, holding a Bachelor of Accounting and a Master's in Applied Finance from India, where English was the medium of instruction During his time in Adelaide, he lived in a shared apartment with fellow Indian students and initially used English as the primary language at home for a year However, in the second year of his studies, he had new flatmates who communicated in his native language.

Aba actively participated in communities of practice that encompassed both academic and professional experiences As an advanced accounting student, he took on a leadership role in group assignments, collaborating with both local and international peers This leadership experience enhanced his skills in writing descriptive reports, showcasing his ability to work effectively in diverse teams.

Aba, a kitchen hand at an Indian restaurant, worked alongside co-workers from non-English-speaking backgrounds who had been in Australia longer than him He noted that their English was adequate for casual conversations, and communication in the kitchen primarily occurred in English Although kitchen discussions were mostly limited to sporadic casual exchanges, Aba appreciated the opportunities for more engaging conversations and socializing with his colleagues after work over drinks.

Aba dedicated four weeks to intensive IELTS preparation after completing his Masters in Accounting He utilized the State Library's short-term loan materials daily, practicing listening tests, writing letters and essays in response to prompts, and reading newspapers, particularly The Australian.

The Financial Review and The Age

Aba received feedback on his writing from English language tutors at the library, which primarily concentrated on grammatical accuracy However, for his IELTS preparation, it was crucial to note that the tutors did not address his task response, highlighting that he frequently overlooked key elements of the task prompt in his practice letters.

Aba sought test preparation advice from friends, receiving sample essays with tutor feedback and projected band scores He concentrated on improving his listening and writing skills, while feeling confident in his reading abilities Additionally, his regular use of English in social settings helped him feel well-prepared for the speaking section of the test.

Aba approached the research interviews with a formal and reserved demeanor, refraining from providing additional information or extending discussions by introducing new topics While it seemed he joined the study to enhance his opportunities for conversing in English with a native speaker, he notably did not seek to foster a relationship beyond the parameters of the research, unlike most other participants.

Aba approached the test with confidence, aiming for an overall score of 6.0 Completing his Master's degree before the September 1st deadline allowed him to apply for permanent residency under the previous points test system.

Zat

Zat, a 26-year-old telecommunications engineer from Kazakhstan with a Master's in Physics, is preparing for the IELTS test while studying full-time at an English language center He attends 16 hours of General English for Academic Purposes and four hours of IELTS preparation weekly, aiming for an overall score of 6.5 with no band lower than 6 to enter a Master's in Business Additionally, he must maintain a score above 5.5 after 30 weeks of study to keep his government scholarship Currently living with a retired couple in a homestay, Zat plans to move into an apartment after achieving his target score Recently married, he hopes his wife will join him in Adelaide once he secures his university place His homestay parents play a crucial role in his language development, providing valuable cultural insights during meals To enhance his English skills, Zat actively participates in social events and engages in conversations.

In his initial interview, Zat acknowledged that writing was his weakest skill, noting significant differences between his educational background and Western education systems He highlighted the contrasting writing structures, admitting that he had never composed essays of this nature, except in Russian and Kazakh.

I, I cannot, I not good writer, essay writer, and I am thinking, how I can do best in English , if

I, if I’m not good writer in my own language and Russian language the two languages are the same for me I can think in Russian and I can think in Kazakh and now I understand structure, it become, how can I say, easy to write essay

When questioned in the first interview about his plans to prepare for IELTS, he responded as follows:

I am actively preparing for the IELTS tests by exploring effective strategies and tips My practice includes various exercises, such as listening to the radio and watching TV before bedtime, as well as reading academic materials to enhance my vocabulary.

At this stage, even though he identified writing as his biggest problem, he had no clear strategy to improve his writing

In a follow-up interview conducted the week prior to his test, Zat revealed that he had minimal preparation during a three-week hiatus from English classes, struggling to maintain focus on his studies He shared his personal test theory, emphasizing the importance of "tuning in" on test day Drawing from his experience teaching high school students, Zat concluded that dedicated concentration could enable him to achieve his goals.

During his break, he focused on improving his handwriting in preparation for the IELTS test, as he learned from "101 Helpful Hints for the IELTS" that a neat presentation significantly impacts the examiner's first impression To achieve this, he practiced a more organized linked script by copying sample answers from an IELTS preparation book This effort reflected his understanding that the assessment of the written component of the IELTS would not rely solely on the language used, but also on the overall presentation of his work.

Zat and ah, this three and a half weeks I paid more attention to my writing, ah, and vocabulary Researcher what did you do with your writing

Zat I haven’t done any, no, I didn’t write any essay, just by studying and just, ah, just read answers given by books ah, and, and I was thinking about, essay, topic, certain topics, for example, studying English in an English speaking country is the best but not only the way

The IELTS Research Reports Volume 10 presents insights on the importance of language learning While opinions may vary on the necessity of mastering a language, it is essential to reflect on this topic Preparing for the test day requires thorough understanding and practice to achieve success.

During a reflective meeting after his test, Zat considered his experience on the test day, particularly noting that a friend had discussed pollution during his speaking prompt If faced with a similar topic, Zat planned to share his insights as a physicist in Kazakhstan However, he felt stressed and nervous during the speaking test, which affected his confidence In the general section, he encountered a question about teachers that he didn't fully understand but responded by discussing his experience as a physics teacher, opting not to seek clarification due to his anxiety Despite the pressure, he aimed to maintain a friendly and communicative demeanor throughout the test A friend's advice highlighted that Zat's previous score of 5.5 in speaking may have been impacted by his tendency to take lengthy pauses.

During the interview, Zat took a brief pause of 30 seconds to gather his thoughts before addressing the topic of pollution He spoke confidently about his views, demonstrating a strong understanding of the issue and its implications.

Kazakhstan's visit to Chernobyl provided him with firsthand insights into the severe pollution caused by radiation and its long-term effects on the environment and health This unique experience allowed him to effectively discuss the critical issues of radiation pollution during his speaking test, showcasing a fortunate alignment between his personal experiences and the test topic.

Zat viewed his first IELTS attempt as a warm-up and scheduled his second test before even taking the first He did not engage in additional preparation aside from a specialized pre-enrolment English program, which enhanced his writing skills through clear instruction on text structure After the interview, he called one of his Kazakh friends to discuss his experience.

During a recent phone call, Zat communicated entirely in English, later declaring, "We always talk in English now." Shortly after, he greeted his sister in English and introduced her to me using the same language This indicates that Zat and his friends are actively working to cultivate their own community of English speakers, which contrasts with his previous admission.

December 2007 that his social life was entirely conducted in Russian or Kazakh.

Dy

Dy is a Chinese female, aged 24 She is a postgraduate student of business and accounting at a South Australian university She holds a Bachelor of Accounting from a Chinese university

Dy actively engages with a diverse network of international students in Adelaide, SA, playing a pivotal role in her university's formal orientation program for newcomers Renowned for her networking skills, she effectively communicates through an extensive email list and mobile phone texts Her meetings are often punctuated by incoming calls and messages, highlighting her commitment to supporting international students.

Dy participates in a retail community through her part-time job at a fashion boutique, which she balances with her primary focus as a student Her involvement is limited by her choice not to heavily invest in the role and her struggle with 'shop girl English.' Observations during her two-hour shift revealed that she lacked a retail sales script for engaging customers and appeared hesitant in her interactions Although her boss attempted to teach her effective sales language, Dy did not feel confident or compelled to improve her skills Additionally, as the sole staff member on Sundays, she remains behind the counter to manage the till, making it challenging to engage with customers browsing in the spacious store.

While preparing for the IELTS, Dy lived in a share house with two other Chinese students After receiving her test results, which she saw as a true reflection of her English proficiency, she decided to transition from the share house to a homestay to enhance her spoken English skills Dy recognized the importance of increasing her opportunities to practice speaking English.

A participant in the IELTS Research Reports Volume 10 noted that her confidence in spoken English diminished after arriving in Adelaide She revealed that on days she didn't attend university or work, she often did not speak English at all However, during her summer break in December-January, she arranged a homestay with a retired German couple in Adelaide to practice English more frequently with her hosts.

Dy began her IELTS preparation journey in China before moving to Australia, where she attended a two-month course focused on test-taking strategies This weekly six-hour course aimed to enhance students' test-wiseness While preparing for the IELTS, Dy sought online resources, particularly the website '51 IELTS' for its extensive materials, though she questioned the quality of the information available She viewed test preparation in China as somewhat risky, as it often depended on predicting IELTS questions Additionally, Dy downloaded a list of '1000 useful phrases' to memorize for her exam.

Dy identified her primary weakness as listening and devised a plan to enhance this skill She committed to watching TV news for half an hour daily and exploring travel and tourism videos from the library Additionally, Dy utilized course lecture videos to further improve her listening abilities.

Ram

Ram, a 25-year-old Indian male, has been pursuing his education in Australia since March 2004 He began his journey by studying English in Sydney for three months before relocating to Toowoomba to continue his studies with a Master’s degree.

After spending 20 months in Toowoomba, Ram returned to India for three months before coming back to Australia in March 2006 to complete his degree in Adelaide With credits from his time in Toowoomba, he successfully finished his Master's degree in just 13 months To apply for permanent residency, Ram needed an IELTS score of 7.0 overall, with no individual band lower than 7.0, but he faced challenges due to incorrect advice from a migration agent regarding his application, necessitating a higher score.

Ram balanced a full-time job at a fast food restaurant while pursuing his Master's degree, also taking on a part-time position at another fast food establishment His schedule primarily consisted of night shifts, allowing him to manage both work and studies effectively.

In his workplace, Ram experiences a lack of correction for his English, as colleagues prefer to negotiate meaning without addressing his language errors, likely to avoid upsetting him His language use is primarily limited to a sales script and casual conversations with mostly teenage coworkers, few of whom attend university Living in a block of flats, Ram occasionally interacts with Australian neighbors by helping them with computer issues, yet they also refrain from correcting his spoken language.

In 2007, Ram took the IELTS test three times, struggling to adjust his body clock due to his night shift work This disruption caused him to miss work opportunities, leading to financial strain as he paid both the test fees and lost wages Despite taking the test monthly, his scores remained inconsistent and did not show improvement, leaving him frustrated and uncertain about how to enhance his performance.

To enhance his IELTS scores, he hired a tutor whose qualifications include a Master’s degree in Education from New York Central University and experience in teaching English and IELTS preparation in both New York and Melbourne However, he was reluctant to discuss his tutoring sessions, and the tutor, who advertises at the test center and local universities in Adelaide, also declined to speak with the research assistant After reviewing a practice test she provided, the tutor informed Ram that he would receive the results.

In IELTS Research Reports Volume 10, it is highlighted that Ram, who previously achieved a writing score of 6, is eager to secure an overall score of 7 for permanent residency His decision to invest in services to reach this goal underscores his desperation and suggests a limited understanding of the IELTS assessment criteria.

Ram experienced frustration while applying for permanent residency due to misleading information from a migration agent and his struggle to achieve consistent band scores This led him to adopt a 'roll of the dice' mentality, hoping for luck with repeated test attempts Additionally, he altered his diet, reverting to a pure vegetarian lifestyle, believing it might enhance his chances of success.

Ina

Ina, a 25-year-old woman from Kazakhstan, is preparing for the IELTS Academic module, aiming for an overall score of 6.5 to gain admission to a university in Australia Currently studying at an English language centre in Adelaide, she participates in a general English class with an academic focus, dedicating 20 hours per week to her studies, including four hours specifically for IELTS preparation Living with a young widowed grandmother in a homestay, Ina enjoys a welcoming environment as her host's family frequently visits, allowing her to partake in social gatherings Additionally, she occasionally helps out at her host's bridal wear salon, further enriching her cultural experience in Australia.

Ina adopted a systematic and businesslike approach to her IELTS preparation, leveraging her expired TOEFL score of 630 She focused on daily practice tests, especially in listening, and enhanced her reading skills by engaging with diverse English texts, such as newspapers, novels, and magazines Her favorite magazine catered to an aspirational audience interested in business and high-end fashion.

To assist with her listening, she watched the television and movies alone and with her homestay host Her selection included Sense and Sensibility, Oceans Twelve and Pride and Prejudice

Ina carried a set of colorful vocabulary cards, which she used like worry beads to enhance her language skills Recommended by her English teacher at the ELC, she selected academic words from various books and magazines to incorporate into her conversations and class discussions For words that posed pronunciation challenges, she included phonemic scripts on the cards Additionally, Ina maintained a separate vocabulary list that featured words, their translations, and phonemic scripts to further aid her learning.

In addition to her homework from the English classes, Ina spent two hours a day translating various texts related to marketing from English to Kazakh for her sister

Ina received advice from a classmate to focus on listening practice in the mornings, as this section is prioritized in the exam Consequently, she dedicated an hour each morning to listening exam practice during the three-week break for Christmas and New Year This commitment stood out, especially as many of her peers struggled to maintain a consistent exam preparation routine during this period.

Ei

Ei, a 29-year-old permanent resident of Australia originally from China, aims to achieve an overall Academic module score of 7, with no individual score lower than 7, for her medical registration course application in Australia She holds a medical degree from a Chinese university and a Master’s in Nutrition and Dietetics from an Australian institution, marking her dedication to practicing medicine in Australia.

Ei is married to a medical doctor who was born and educated in both India and the United Kingdom The couple communicates exclusively in English.

Ei has been living in Australia for four years and has been married for one year She and her husband recognize the significance of English in their lives and careers in Australia.

Ei, a locum dietician at a large public hospital, utilizes her English skills daily, engaging in speaking, reading, and writing throughout her full-time role This immersion in the language enhances her professional capabilities, allowing her to effectively communicate and perform her duties in a healthcare setting.

Ei was gearing up for her fifth IELTS attempt, having previously taken the Academic module three times for a pre-enrolment English course, university admission, and the medical board, with her last attempt focusing on the medical board where she struggled with the written section Additionally, she had completed the General Training module once for her permanent residency application.

Ei's husband serves as her primary English-speaking partner, while she also engages in English conversations at work and with friends At her workplace, she interacts with Australian colleagues, focusing on casual, relationship-building dialogues Additionally, she communicates with Singaporean and Malaysian friends, often blending English with Chinese in their conversations.

Ei, who began working in a diabetes clinic, engages in meaningful conversations with patients by taking case histories and advising on dietary choices Facing challenges with English during her Master's program, she developed a patient interaction checklist in her second year to enhance communication This checklist includes disclosing that English is her second language and requesting patients to ask for rephrasing if needed This approach has significantly improved her interactions, fostering strong relationships with patients Despite one difficult encounter with an irate patient, she feels confident in her communication skills Additionally, inviting patients to correct her pronunciation has contributed positively to her language development.

During her time as a student, Ei gained valuable experience working as a menu monitor at a large hospital, where she assisted patients in selecting meals that catered to their dietary requirements This role not only deepened her understanding of Australian food culture but also provided her with numerous opportunities to engage with diverse individuals and practice her language skills.

Ei and her husband have actively engaged in various activities to prepare for the IELTS, including watching English language movies However, Ei has decided to adopt a more relaxed approach by intentionally doing 'nothing on purpose' for her preparation Additionally, she plans to listen to the radio while studying for her medical exams to further enhance her English skills.

Ei is reluctant to prepare for the IELTS exam, feeling confident in her ability to learn the writing format However, she believes that success in listening and reading sections depends largely on inherent skills rather than preparation.

After her scheduled IELTS test, Ei informed us via email that she was unable to take the exam due to a lost passport, despite presenting alternative photo identification at the test center Although this situation was frustrating, she remained relatively unconcerned since the admission rules for doctors had changed and her application did not depend on the IELTS score She also mentioned completing a few practice tests prior to the exam.

Oka

Oka, a 27-year-old woman from Japan, aimed to take the IELTS to demonstrate her English proficiency on her CV while applying for jobs in Japan Having spent time in Adelaide, she recognized the importance of showcasing her language skills to enhance her employment opportunities.

22 weeks as a student at an English language centre when the case study began When she arrived in

Adelaide, she entered a social circle of Japanese speakers based around an informal Japanese conversation class She spent most of her spare time with other speakers of Japanese

Booking the IELTS test motivated Oka to dedicate more time and energy to improving her English skills She began prioritizing her studies over socializing with her Japanese-speaking friends, choosing instead to spend quality time with her homestay family For many individuals, setting a test date proved to be a pivotal moment, fostering a sense of urgency and focus on test preparation.

Oka studied English during her high school and college years in Japan, but she lacked motivation in her studies As a college student, she enhanced her language skills by attending an English school in Perth for a month.

Western Australia but she felt she did not benefit a great deal from that experience

Oka stayed in a homestay near Adelaide's business district, living with a supportive family that included a mother, father, and a 22-year-old sister Throughout her visit, Oka benefited greatly from their assistance with her language learning, as they helped her with homework, engaged in conversations during meals, and integrated her into their family life Oka's homestay mother provided valuable feedback on her pronunciation and verb tense usage, while her sister, despite her busy schedule with studies and part-time work, made time to chat with Oka regularly.

Oka’s preparation for IELTS consisted mainly of attendance at English language classes

Oka's current classes follow a general English for Academic Purposes (EAP) curriculum, but she noted that her previous terms were heavily focused on IELTS preparation This included extensive writing practice, particularly in crafting discussion essays and letters, alongside 16 hours dedicated to general English instruction.

Oka participated in a study focused on academic purposes while dedicating four hours each week to IELTS preparation Additionally, Oka contributed to a pilot study examining the role of modality in academic writing (Nagao, 2007), which involved weekly, intensive one-on-one tutorial sessions designed as preparation for the IELTS exam.

Oka's test date was set for January 12, coinciding with the Christmas and New Year holiday, which occurred the month prior During this period, her English school was closed for three weeks, impacting her study schedule.

During a three-week period, Oka dedicated 12 hours each week to practicing listening and reading sections of tests at the university library, with some days involving up to five hours of focused practice Despite this rigorous study schedule, she did not engage in any pleasure reading in English, receiving only occasional prompts from her host parents who would highlight relevant newspaper articles about Japan.

Oka sat IELTS on 12 January She was not very happy with her results so she resolved to continue to study English once she returned to Japan.

Bie

Bie, a 22-year-old female pharmacy student from Malaysia, is nearing the completion of her pharmacy degree To apply for permanent residency, she requires an overall IELTS score of 7, with no individual band lower than 7.

Bie worked part-time at a yiros store in an entertainment precinct in Adelaide, often during late hours Her English proficiency was primarily focused on service interactions and casual chats with colleagues, many of whom were also international students learning English as a second language.

Bie resided in a share house with fellow Malaysian students, where she recognized the distinction between standard English and the multilingual communication that occurred daily, blending English, Mandarin Chinese, and Malay This awareness highlights that the English spoken in her home environment differs from the standard English often regarded as more prestigious.

Bie engaged in a diverse social life, participating in a weekly ballroom dancing class conducted in English, where she also interacted with her classmates in the same language.

Bie's degree was a collaborative program between a Malaysian university and a South Australian university, with the first two years taught in Malaysia and the final two years in Adelaide alongside local students During her studies, she took a health communication course that equipped her with skills in taking patient medical histories and advising on medication use, which she found very beneficial Additionally, Bie secured a placement in a retail pharmacy in Sydney to broaden her Australian experience beyond Adelaide She noted that these experiences significantly improved her spoken language skills.

Bie, who had never taken the IELTS test before, was deemed ready for her pharmacy studies by her Malaysian university based on her English proficiency With guidance from friends, she engaged in preparation activities, including completing sample listening and reading tests, and shared her results with her housemate, who was also studying for the exam.

As Bie’s course had many contact hours she withdrew from the study before she took the test.

Go

Go, a 21-year-old female student from China, is pursuing a double degree in commerce and law at a university in South Australia She successfully completed her commerce degree in 2007, which enabled her to apply for permanent residency Her goal is to achieve an overall IELTS score of 7.0, with no individual band lower than 7.

At the age of 16, Go moved to Adelaide with her cousin to complete their final two years of high school, living with a homestay family Both excelled academically, achieving high tertiary entrance rankings that allowed them to pursue various degree options Go consistently demonstrated her academic success while working as a waitress in a popular Chinese restaurant, initially viewing the job as a valuable opportunity to practice her language skills However, after six months, she felt she had mastered the necessary language for her role and experienced limited opportunities for further language development at work During the case study, Go was offered a tutoring position in first-year accounting, which provided her with a more challenging environment for language use.

Go prepared for the IELTS test by utilizing resources from the State Library, where she accessed essential preparation materials Additionally, she supplemented her studies with books and downloaded content from the internet at home.

During her IELTS preparation with her cousin and friends, she expressed confusion about the test's rating system, believing her and her cousin's English proficiency was superior to others who scored higher They discussed how the test has become increasingly difficult and noted the varying scoring standards in Australia, China, and Malaysia Ultimately, her cousin succeeded in achieving her target score in China after several unsuccessful attempts in Adelaide.

Go reported that another friend had also received their target score in Malaysia after similarly unsuccessful attempts in Adelaide

Go expressed feelings of failure after her initial IELTS attempt, as she did not achieve her target score and felt embarrassed to share this with friends and her host parents Despite her concerns about not performing well in her most recent attempt, particularly feeling uncomfortable during the early stages of the listening test, she found herself distracted by memories of her previous failure during the first section of the test.

To excel in the written section, thoroughly read and analyze sample answers, then practice rewriting them closely to the originals Bring your preparation notebook to enhance your study sessions and track your progress effectively.

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