Test impact and key concepts
Historically, research on test effects has most commonly examined 'washback' or
'backwash' phenomenon (Alderson & Wall, 1993; Biggs, 1995; Cheng, Watanabe &
Research indicates that tests significantly influence teaching and learning practices by shaping both learners' strategies and teachers' methodologies Specifically, assessments can alter what students choose to learn and how they approach their studies, while prompting educators to adjust their instructional methods and materials accordingly.
However, examining test effects only at the micro level (e.g the classroom practices) has not captured the potentially larger test impact at the macro level (Pan & Roever, 2016;
Recent research emphasizes the need to expand the examination of language tests to better understand their impact High-stakes assessments, such as the IELTS, may have profound effects on stakeholders, educational environments, and society as a whole (Hamp-Lyons, 1997).
McNamara, 2000; Shohamy, 2001) The term ‘impact’ has, therefore, been used to refer to the consequence of tests at both micro and macro levels In this view, the term
‘impact’ includes ‘washback’ as one of its dimensions (Bachman, 1990; Bachman &
Palmner, 1996; Taylor, 2005; Tsagari & Cheng, 2017; Wall, 1997).
A theoretical framework
Recent research has adopted a comprehensive model of test impact, drawing on earlier washback models (Bailey, 1996; Hughes, 1993) and the concepts of micro and macro test impact (Bachman & Palmner, 1996) to enhance our understanding of test consequences at both levels.
This research project aimed to:
• describe the characteristics of Vietnamese IELTS teachers in terms of their demographic details, educational background and teaching practices (e.g., teaching materials and methodologies, teaching beliefs, experience of teaching IELTS)
• identify washback of IELTS on teaching practices
• identify the impact of IELTS on teachers’ professional development
(e.g., perception towards promotion of IELTS, language capacity, motivation, benefits/challenges of teaching IELTS, and development of expertise or teaching approaches/strategies)
• identify the impact of IELTS on teachers’ lives (e.g financial benefits, job opportunities, and socio-economic status).
Figure 1: A holistic model of test effect
At the micro level, the test can influence four key areas: learning, teaching, materials, and learning outcomes At the macro level, it may impact broader educational goals and the social dimensions affecting stakeholders like teachers and students Extensive research has explored how tests impact various classroom aspects, including content, teaching activities, and learning outcomes (Burrow, 2004; Pan & Newfields, 2012; Saif).
Despite the limited number of studies conducted on the societal impact of high-stakes testing, existing research has primarily focused on the social dimensions of these tests, particularly regarding socio-cultural values and norms.
(Akiyama, 2004; Nkosana, 2008), the socio-economic background of test-takers
Research on the social consequences of high-stakes tests, such as IELTS, is essential for understanding their validity and implications for various policies and communities (Wall, 2005; Wall & Alderson, 1993; Bray, 1999; Pan & Roever, 2016) There is a significant gap in studies examining the effects of these tests at both micro and macro levels Therefore, further exploration is needed to enhance our understanding of IELTS's impact, which will provide valuable insights for IELTS partners, educators, students, and the broader field of academic language testing.
In Vietnam, the IELTS exam is a key international standardized test that opens doors to numerous opportunities, including high-paying jobs, scholarships, migration prospects, and promotions within organizations (Vu, Nguyen & Nguyen, 2016) As a result, a growing number of individuals are eager to participate in IELTS preparation courses.
IELTS preparation courses in the hope of achieving high IELTS test scores However, questions about who the teachers of these IELTS preparation courses are, and whether
IELTS has any impact on their teaching practices and lives are still left unanswered This study aimed to provide insights into these areas The study was conducted in Central
Vietnam (including Thua Thien Hue, Da Nang, Quang Binh, Quang Tri, Quang Ngai,
Quy Nhon, Phu Yen, Nghe An and Gia Lai) See Figure 2 for the location of the Central
Figure 2: Location of Central Vietnam
Consisting of a narrow coastal plain and rugged highland, Central Vietnam lies between
Laos and Cambodia to the west and the sea to the east Generally speaking, the
Central area of Vietnam (consisting of 16 provinces from Thanh Hoa to Binh Thuan) is considered as less developed than the North or South of Vietnam According to the
According to the Asian Development Bank (2017), most provinces in Central Vietnam are classified as rural, with the exception of Danang and Thua Thien Hue, leading to a lower socio-economic status compared to major cities like Ho Chi Minh City and Hanoi This region faces severe weather challenges, including floods, typhoons, and droughts, which hinder agricultural productivity Despite comprising approximately 21% of the nation's population and 30% of its uninhabited land, Central Vietnam's economy remains less dynamic than those in the northern and southern parts of the country.
In Central Vietnam, where 75.9% of the population resides in rural areas, understanding the demand and realities of IELTS preparation courses is crucial for assessing the social impact of IELTS in this vulnerable and under-researched region This study aims to explore these dynamics through targeted research questions.
Method
Participants
A total of 137 teachers, comprising 116 females and 21 males, participated in the study, representing various provinces in Central Vietnam These educators provided IELTS preparation courses either from their homes or at local centers, with ages ranging from 20 to 56 years, and an average age of 32 years.
SD =7.56) At the time of data collection, they were teaching IELTS preparation courses in different provinces: Thua Thien Hue (66), Quang Tri (20), Da Nang (19), Quy Nhon
(7), Quang Binh (7), Vinh Phuc (4), Quang Ngai (4), Phu Yen (4), Hai Phong (2), Gia Lai
A significant portion of the participants in the study, accounting for 81.02%, originated from Central Vietnam, while 18.98% hailed from various provinces across the country, having relocated to Central Vietnam to teach IELTS preparation courses.
Vietnam Detailed background information of the participants is presented in the Results section and in the tables in Appendix 4.
In order to recruit participants, the researchers first contacted different language centres, language universities and high school language divisions in Hue, Da Nang,
Quy Nhon and Phu Yen were explored for potential participants through a network of local contacts We reached out via personal channels to gather information and subsequently sent an invitation letter to confirm their teaching involvement.
A recent survey targeting IELTS preparation course instructors yielded responses from 137 participants, with 37 teachers agreeing to participate in follow-up interviews conducted both in-person and via Skype Participants were encouraged to share the survey link with their colleagues involved in similar courses, but some unforeseen circumstances impacted the overall response rate.
(e.g., teachers’ availability, job commitments and location), only seven participants joined all follow-up interviews.
Study design and procedure
The study collected quantitative and qualitative data from 137 IELTS teachers in Central
Vietnam who volunteered to participate in an online survey and individual in-depth interviews To explore the characteristics and perceptions of IELTS teachers (Research
Questions 1 and 2), we used SurveyMonkey to conduct an online questionnaire to collect quantitative and qualitative data This data focused mainly on IELTS teachers’ background education, their IELTS students, their relevant training in language testing and IELTS, experience and different approaches to teaching IELTS preparation courses
This survey investigated the implementation of IELTS preparation courses and their perceived effects on teachers, providing valuable insights into how IELTS influences their teaching practices and overall lives.
RQ1 What are the characteristics of IELTS teachers in Central Vietnam?
The impact of IELTS on teachers' language teaching practices is significant, influencing both the content and methodology of instruction Firstly, IELTS affects what teachers choose to teach, guiding curriculum decisions to align with the exam's requirements Secondly, it shapes how teachers deliver their lessons, encouraging the adoption of specific strategies and techniques that enhance students' performance on the test Overall, IELTS plays a crucial role in shaping language education, ensuring that teaching practices are closely aligned with assessment standards.
RQ3 What is the impact of IELTS on the teachers’ lives?
(e.g., profession and life outside the classroom).
The survey was disseminated to 250 IELTS teachers in Central Vietnam, and
To further explore the impact of IELTS on teachers’ teaching practice and lives
In our study, we conducted interviews with seven IELTS teachers who participated in follow-up discussions, allowing us to examine the impact of IELTS on their professional lives through the teaching of IELTS preparation courses.
Data collection tools
The questionnaire aimed to describe the characteristics of IELTS teachers in Central
Vietnam Question items focused on the following aspects: biodata, qualifications and education, certification of IELTS training, types of IELTS students, teaching locations
The article discusses various aspects of IELTS, including the different modules available (General or Academic), teaching materials, and strategies for recruiting students It highlights the importance of understanding the IELTS test and shares insights from teachers' experiences with the test and its influence on their professional lives To address the research questions effectively, a bilingual questionnaire was developed in both English and Vietnamese, ensuring that teachers proficient in both languages could easily comprehend the questions.
Data also came from individual audio-recorded interviews with seven IELTS teachers
The study aimed to explore the influence of IELTS on teachers' lives through a two-round interview process Initial interviews provided insights that guided further research and follow-up discussions, primarily conducted face-to-face in a one-on-one format Utilizing open-ended questions in a semi-structured approach, the interviews employed inductive probing techniques to align with research objectives The discussions focused on two key areas: the professional impact of IELTS, including language development, teaching strategies, and perceptions, as well as the social impact on teachers.
The article discusses the various advantages of teaching IELTS, including financial benefits, job opportunities, and career development, as well as the social and economic impacts It also addresses the challenges faced by IELTS instructors and their perceptions regarding promotion and motivation in their teaching roles Notably, most participants opted to conduct their interviews in Vietnamese, while one participant chose to communicate in English.
Data analysis
The survey responses were analyzed through frequency counts and descriptive data to address the first and second research questions Following this, a content-based analysis was performed to identify emergent themes, offering a comprehensive overview of the characteristics of IELTS teachers.
To address the third research question, we employed a thematic approach by reviewing all interview responses to identify and label common themes Subsequently, we developed a thematic framework based on these emerging themes.
This frame was then used to construct a narrative account for each participant.
Findings
Characteristics of IELTS teachers in Central Vietnam
This section presents the findings for the first research question about the characteristics of IELTS teachers To provide a description of characteristics of IELTS teachers in
In Central Vietnam, a survey was conducted to analyze various aspects of English language education, focusing on teachers' demographic information, their IELTS training, teaching experience, and student profiles The results were presented through frequency counts, highlighting the percentages of responses in each category.
Appendix 4 provides tables which summarise this descriptive data.
With regard to teachers’ formal education (Table 1), the survey results showed that
82.4% of participants (113 teachers) had a specialisation in English teaching or TESOL
(Teaching English to Speakers of Other Languages) The rest of the participants (17.6%,
Among the 24 teachers surveyed, many held degrees outside of TESOL, including fields such as English literature, international relations, and business administration Notably, 54% of participants (74 teachers) possessed a Master’s degree, while 35.7% (49 teachers) had a Bachelor's degree, and 8.7% (12 teachers) earned a PhD Additionally, two teachers (1.4%) were still pursuing their Bachelor's degree in English Language.
Teaching at the time of data collection.
The English language proficiency of teachers, as indicated by their IELTS scores, shows significant variation Specifically, 62.7% of the teachers achieved scores of 7 or higher, while 22.6% scored between 6.5 and 6 Additionally, over 20 teachers demonstrated proficiency above these benchmarks.
Fifteen percent of participants had never taken the IELTS test, while 85.4% were full-time language teachers or academic managers who taught IELTS courses as a part-time job Among them, 14.6% taught IELTS preparation courses as their primary occupation, despite their part-time status.
The survey results indicated that a significant majority of teachers, 85.9% (115), lacked formal training in IELTS teaching and assessment Among those who did receive training, it primarily came from their respective institutions or language centers where they taught IELTS preparation courses The trainers were typically experienced senior language teachers with years of experience in teaching IELTS to learners of varying proficiency levels The training workshops predominantly emphasized teaching strategies aimed at helping students attain high scores.
IELTS score Three teachers reported to have participated in free IELTS information and training workshops offered by the IELTS British Council in Ho Chi Minh City, Vietnam.
The majority of the teachers (74.4%) had taught English for over four years (Table 6)
The teaching experience of instructors in IELTS preparation courses shows considerable variation, with only 33.1% possessing four years of experience, while approximately 41% have taught IELTS for less than two years.
Regarding the IELTS modules (Table 7), more than 68% of teachers taught an Academic
IELTS course, with 20% providing a combined Academic and General IELTS preparation course Only 15% taught an IELTS General module.
The teachers reported that they had taught a wide range of IELTS learners (Tables 8 and 9) While a majority of learners (89.8%) were adults ranging from 16 to 30 years old
(high school students, university students and employees), 10.2% were young learners
Secondary school learners enrolled in IELTS preparation courses for various reasons, with the primary motivation being the desire to study abroad (80.3%) Other motivations included job applications (20.8%), graduation requirements from universities or colleges (17.2%), immigration (12.8%), employment requirements (11.9%), and cross-cultural marriage (1.9%) Consequently, most participants focused on IELTS Academic preparation courses to achieve their goals.
Impact of IELTS on teachers’ language teaching
This section presents the findings for Research Question 2 on the impact of IELTS on teachers’ language teaching practices In this section, a description of the teachers’
IELTS preparation courses is given, followed by their perceptions towards the role of
IELTS in language learning and teaching, and their perceived impact of IELTS on their teaching.
6.2.1 Description of IELTS preparation courses
A significant 70.1% of IELTS preparation courses are conducted in face-to-face settings, while 27.2% utilize online or blended teaching methods Additionally, one-on-one home tutoring for IELTS is available but remains limited to 2.6% Notably, 81% of teachers reported their involvement in these diverse teaching formats.
IELTS courses were designed as a separate course tailored to the learners’ demands
The IELTS preparation courses were tailored to align with learners' expectations, leading to considerable variation in class size, session length, and frequency (Table 13) Notably, 72.3% of these courses featured small class sizes, with fewer than 10 students per session (Table 14).
A significant 86.8% of IELTS classes were held two to three times a week, with each session lasting around 1.5 to 2 hours The primary aim of these courses, reported by 82.4% of participants, was to prepare learners for the IELTS test.
38.6% of courses were to provide general practice and learning of English (Table 15)
Some teachers (1.7%) reported that their IELTS course was also to help learners build confidence and general knowledge about the world
In conclusion, IELTS preparation courses are viewed not only as essential for test readiness but also as valuable resources for enhancing language skills, which can benefit learners in achieving other academic goals, such as gaining admission to high schools, particularly for younger students.
6.2.2 The role of IELTS in language learning and teaching
A significant 81% of teachers view IELTS as a reliable and suitable tool for evaluating English proficiency across various levels While it is deemed effective for assessing learners, it is particularly favored for undergraduate and postgraduate levels, as well as for employment and immigration purposes.
80.2% of the teachers reported that IELTS impacted positively on the learners’ desire to learn English (Table 17).
6.2.3 Perceived impact of IELTS on teaching
A survey indicated that teachers' selection of teaching content and methods was significantly influenced by the format and content of the IELTS test Notably, 83.9% of the 115 teachers reported that their IELTS preparation course materials were tailored to align with IELTS requirements Furthermore, 72.9% of teachers structured their courses according to the IELTS test format, emphasizing test-taking strategies Additionally, 85.4% of teachers incorporated activities in their daily lessons that mirrored the tasks found in the IELTS exam.
All teachers used a series of IELTS books published by Cambridge University Press for designing their lessons (Table 19) Over 90% of the teachers also used commercial
IELTS books (see Appendix 3 for a list of IELTS books from commercial publishers)
However, while they used activities or tasks from the commercial IELTS books, they modified them according to their beliefs about language teaching approaches
A significant 61% of teachers utilize and adapt activities from IELTS books, supplementing them with resources from various sources Meanwhile, a smaller portion, 19.8%, takes the initiative to develop their own teaching materials for IELTS lessons.
Analyses of teacher’s qualitative questionnaire responses showed that the teachers modified activities taken from the commercial IELTS textbooks for a number of reasons
To enhance student engagement and collaboration, teachers tailored activities to match learners' language proficiency levels They noted that many commercial textbook activities lacked diversity and interest, with some being perceived as dull or either too simplistic or overly challenging.
Another reason for modifying the activities was class size Due to the various sizes of the IELTS classes, the teachers often adapted activities to fit into their situation
Teachers highlighted that IELTS preparation courses should prioritize enhancing language proficiency before focusing on test-taking strategies This approach ensures that students develop both their overall skills and specific strategies needed to achieve their desired IELTS band score.
While they used commercial IELTS books that featured different types of activities,
A significant 83.2% of teachers preferred individual work, aligning closely with the format of the IELTS test Additionally, pair work was utilized by 67.88% of teachers, while 53.2% incorporated group work to enhance students' speaking skills Both pair and group activities were also employed as pre-task exercises for teaching IELTS writing task 2, as well as reading and listening sections In larger classes, whole-class work was included by 48.9% of teachers, although this approach was less common.
The teachers added materials from different sources to complement the commercial
In their courses, teachers utilized various IELTS books and supplementary materials to enhance English language competence across multiple aspects However, it is noteworthy that pronunciation received the least attention, with only 2.9% of educators incorporating additional resources to support this area in their teaching.
Impact of IELTS on teachers’ lives
This section discusses the findings related to Research Question 3, focusing on the impact of IELTS on teachers' lives We present seven case studies showcasing how IELTS has influenced various aspects of these educators' experiences The participants, who volunteered for semi-structured interviews following the survey, represent four distinct groups.
IELTS teachers currently active in the region, including those working in tertiary education: university lecturers (4), high school teacher (1), language centre teacher
Freelance teachers located in Central Vietnam, including cities like Hue, Quy Nhon, and Phu Yen, provide IELTS courses either at students' homes or in local language centers.
We structured these case studies following common themes emerging from the interview responses They include:
• background information (job title, location, education, teaching experience)
• professional impact (teaching knowledge/skills, language proficiency, motivation and desire for further training, and overall impact on professional life)
• social impact (perceptions from learners, colleagues and themselves towards their social status and overall social impact)
6.3.1 A junior full-time university lecturer (Nam)
Background information: Nam is a junior full-time university lecturer who earned his
In 2013, Nam earned a Master’s degree in TESOL in Australia and subsequently began teaching IELTS preparation courses He conducted these classes from home, typically during evenings and weekends, to accommodate his schedule.
Nam expressed satisfaction with the income derived from teaching IELTS preparation courses, which significantly bolstered his finances, as his salary from his primary role as a university lecturer was insufficient Although he did not set the tuition fees for his private lessons, he found that learners often determined the salary, frequently exceeding his expectations.
Professional impact: With regard to development of his teaching knowledge and skills,
Nam emphasized that teaching IELTS preparation courses allowed him to apply his Master's in TESOL, as he had the freedom to choose materials, methods, activities, and classroom regulations He highlighted the importance of tailoring his approach to meet learners' needs and assist them in achieving their academic goals, particularly a high IELTS score This commitment not only motivated him to invest fully in his teaching but also enhanced his discipline and improved essential skills such as time and classroom management.
Nam emphasized that his primary motivation for teaching IELTS was to maintain his own language proficiency, viewing the preparation process as a valuable opportunity to continue using English Although he acknowledged the financial benefits of the IELTS preparation course, his passion for teaching and the desire to stay engaged with the language were what truly kept him in this role.
Nam emphasized the significance of English usage frequency in aiding students to reach their desired IELTS scores His experience in teaching IELTS inspired him to pursue additional training to enhance his teaching effectiveness Overall, he expressed satisfaction with his role, noting that teaching IELTS preparation courses provided him with a substantial income, a flexible schedule, motivated learners, and opportunities for personal growth in both language proficiency and general knowledge, as well as a sense of achievement.
Impact on life: Regarding his learners’ perceptions of him, Nam reported he was
“contented with the outcome” of his IELTS teaching since many of his students were able to achieve their target IELTS score to fulfil their academic or professional goals
Nam earned high respect and praise from his adult learners, who frequently requested him to teach their children IELTS English skills after completing their courses This demand and the recommendations he received from students to others served as evidence of his teaching effectiveness Additionally, Nam took pride in being recognized as a competent English language teacher by his colleagues, particularly for his expertise in IELTS preparation courses.
Teaching IELTS preparation courses positively impacted Nam by enhancing his financial stability, refining his language teaching skills and knowledge, improving his general English proficiency, and boosting his self-esteem.
6.3.2 A senior full-time university lecturer and administrator (Son)
Background information: Son is a senior full-time university lecturer, teaching a
Bachelor in English Language Teaching program at a university in central Vietnam
He has been working for 30 years He earned his Master's degree and PhD in English
Language Teaching at a Vietnamese university He also worked as an education administrator, as well as teaching English
Son founded an English language centre in the city centre, hiring younger teachers to enhance his team He noted that while IELTS preparation courses made a minor contribution to his overall income, a significant portion came from various other English training programs, particularly those aimed at young children To meet the growing demand, Son has also broadened his offerings in IELTS preparation classes.
The establishment of a language center offering IELTS preparation courses at various levels reflects a strong commitment to enhancing income through IELTS training and additional English tutoring services This initiative spans from small classes to larger group sessions, showcasing a strategic approach to meet diverse learner needs in the competitive IELTS preparation market.
Teaching IELTS significantly enhanced Son's professional skills, enabling him to master strategies for effective test performance and refine his teaching methods He experienced a profound expansion of his general knowledge through the comprehensive IELTS materials, which also contributed to a remarkable growth in his language proficiency This improvement was evident when he achieved a high score on the language proficiency test for his Master's entrance exam, attributing his success to the insights gained from teaching IELTS Overall, Son's experience in IELTS instruction fostered substantial knowledge expansion and language skill enhancement, marking a pivotal step in his professional development.
Impact on life: Son said that “the most important reward for all my efforts in teaching
Son's IELTS courses significantly enhanced his prestige and respect among students, enabling them to achieve impressive scores His language center became a well-known hub for IELTS preparation, drawing a substantial number of students over the years Additionally, Son's success in teaching IELTS has elevated his social status and increased his popularity among peers.
Teaching IELTS courses has become a significant aspect of Son's career Despite being in his fifties, he remains motivated to pursue additional professional training, thanks to his ongoing commitment to offering IELTS preparation courses.
PhD in English language education”.
6.3.3 A junior freelance English teacher (Sa)
Sa is a dedicated junior freelance English teacher with a diverse background, having graduated in English education While initially tutoring at various language centers, she pursued her passion for travel and obtained a Master's degree in Applied Linguistics After a brief stint as a human resource manager in the hotel industry, she redirected her focus towards her true aspirations Sa actively engages in projects with non-governmental organizations (NGOs), dedicating her efforts to assist children with language disabilities.
Yet, Sa has never stopped teaching IELTS preparation courses to those in need She has worked as a freelance IELTS trainer for more than three years.
Diverse characteristics of IELTS teachers
The questionnaire results highlighted the varied backgrounds of IELTS teachers, categorizing them into two groups: 82.4% had formal training in English Language Teaching or TESOL, while 17.5% came from non-English disciplines Despite the common expectation for IELTS teachers to possess formal English teaching qualifications, this study revealed a notable proportion of teachers lacking such training.
Many IELTS teachers have demonstrated high proficiency in the English language, with over half holding a Master's degree in English Language Teaching or TESOL, and 8.7% possessing a PhD in Applied Linguistics or Linguistics Furthermore, 62.7% of these educators achieved an IELTS score of 7 or higher, indicating that those teaching IELTS preparation courses are generally well-qualified both in language proficiency and formal education.
Very few teachers participated in formal training to teach IELTS preparation courses
A small percentage of teachers (14.1%) benefited from self-created training workshops led by experienced language instructors who specialized in IELTS preparation Consequently, these teachers primarily relied on their own language teaching backgrounds and personal experiences with the IELTS exam to guide their instruction The effectiveness of IELTS preparation appears to be influenced by the teachers' years of language teaching experience and their comprehension of the IELTS test from the perspective of a learner (Sprat, 2005; Alderson & Hamp-Lyons, 1996).
The teachers’ responses in the survey converged to suggest four main factors deciding whether a language teacher could become an IELTS teacher
1 The first factor was language proficiency and achieving a high IELTS band score
2 The second was a language teaching background, such as being a language teacher at a prestigious high school or an English language lecturer at university
3 The third was related to the financial aspect in which all teachers admitted their income from teaching IELTS courses was considerable as compared to their full- time main job which was argued to be relatively low in the context of Vietnam
4 Finally, whether a language teacher was able to continue teaching IELTS preparation courses depended on their learners’ achievements on IELTS, which was often spread through word of mouth
These factors together suggest that the teaching of IELTS preparation courses was driven by learners’ personal goals rather than governmental top-down language policies
This, therefore, suggests that the status of English and IELTS has been increasingly gaining an important part in many learners’ personal growth plan.
Teaching and learning goals
The study not only outlined the characteristics of IELTS teachers but also investigated the objectives behind teaching IELTS preparation courses It revealed a diverse range of learner profiles, highlighting significant variations in age, education, and employment status The primary groups of learners included high school students, university students, and working professionals, each participating in IELTS preparation courses for distinct reasons.
These courses primarily aimed to prepare students for studying abroad, but many participants also sought to enhance their job applications, achieve university graduation, or support immigration and promotions within their organizations Consequently, a diverse range of IELTS preparation courses was made available to meet these varied objectives, with the IELTS Academic training module being the most favored option.
Teachers developed tailored IELTS preparation courses to accommodate learners with varying language proficiency levels and diverse motivations This approach highlights the importance of addressing individual needs and differences among students.
The high demand for IELTS preparation courses led to the development of tailored programs that align with learners' expectations, goals, and characteristics, such as proficiency level and age This customization significantly influences the learning and teaching practices associated with these courses.
The findings indicate a growing trend in Vietnam's education landscape, particularly in the realm of English language proficiency and IELTS preparation There is a notable rise in the demand for private tutoring focused on IELTS courses, reflecting an increased commitment to enhancing English skills among learners.
Impact of IELTS on language teaching
The findings from the questionnaire and interviews indicate that all IELTS preparation courses were customized, primarily offered as private tutoring This customization influenced the teaching modes, course design, and objectives, with instructors providing a range of options, including face-to-face, online, and blended learning Most teachers (82.4%) concentrated on training students specifically for the IELTS test These insights highlight that the IELTS exam significantly shapes the goals and delivery methods of preparation courses, which will be further examined in the following sections regarding the impact on teaching practices.
7.3.1 Perceived impact of IELTS on What to Teach
The results show that IELTS affected what was taught in the IELTS preparation courses
The influence of the IELTS exam on teaching practices is evident in the materials used by educators All teachers reported utilizing the IELTS Cambridge Exam Paper Textbook series (1 to 13) along with commercial IELTS textbooks as primary resources Additionally, supplementary materials were crafted to align with the IELTS test format, ensuring learners are adequately prepared for the exam These findings highlight the washback effect of IELTS on the curriculum of preparation courses, supporting prior research that identified similar impacts of testing on language instruction (Alderson & Wall, 1993).
While IELTS materials were utilized in all preparation courses, teachers had the autonomy to select their own teaching resources They emphasized that these bespoke courses allowed them to determine which materials to include Consequently, the use of materials varied, as there were no strict requirements for specific teaching resources; it was entirely at the teachers' discretion This highlights that although all teachers focused on IELTS-related content, they differed in their sources of IELTS materials.
Appendix 3) The use of different IELTS-oriented materials and the adaptation of activities in commercial IELTS textbooks indicated that teachers might have actually aimed to develop learners’ language skills and prepare them to be familiar with the
IELTS on the content of the teaching (i.e what to teach) as similarly reported in previous research (Cheng, 1997; Hawkey, 2006).
Teachers' selection of IELTS materials is influenced by three key factors, with learners' expectations and learning goals being the most significant Customization of IELTS preparation courses is essential, as they are tailored to meet the specific needs of students preparing for the IELTS test or similar entry exams.
To effectively meet student expectations, teaching materials must align with the characteristics of the IELTS test All instructors utilized IELTS Cambridge textbooks as primary resources, supplemented by additional commercial IELTS materials.
This indicates that their teaching content clearly focused on materials that were developed for teaching IELTS.
The second factor was the learners’ proficiency levels With diverse proficiency levels,
IELTS preparation courses are tailored to meet the specific levels of learners, categorized by IELTS band scores These courses include options such as '4.5—6.0 IELTS preparation courses' and '6.0—6.5 IELTS preparation courses', ensuring that students receive targeted instruction based on their current proficiency.
Our IELTS preparation courses are designed for students aiming for a band score of 6.5 and above Each course is tailored to match the specific difficulty level, objectives, and teaching materials based on the target IELTS score of the participants.
Teachers' beliefs play a crucial role in the selection of materials for IELTS preparation courses, which are specifically designed to meet the needs of learners With the autonomy to choose their teaching resources, educators focus on materials that they deem effective, while ensuring that these resources align with the requirements of IELTS-oriented exams.
Teachers enhanced their core IELTS materials with supplementary resources based on their assessment of learners' needs This approach highlighted that the selection of teaching materials was influenced by teachers' perceptions of the alignment between the materials and learners' proficiency levels, allowing for customization to address individual differences (Burrow, 2004).
7.3.2 Perceived impact of IELTS on How to Teach
Teachers reported a focus on IELTS-related materials in their courses; however, the influence of IELTS on their teaching methods was minimal Instead, their approaches were shaped by factors such as their formal education in language teaching, personal beliefs, individual differences among learners, test-taking experiences, and overall teaching experience The findings indicated that teachers often modified textbook activities and employed a diverse range of classroom strategies, including pair work, group work, and whole-class activities.
In an IELTS lesson focused on diverse activities, teachers prioritized enhancing language skills over merely preparing students for the test Their commitment to creating varied and self-made materials reflects a dedication to genuine language development, aligning with findings from Watanabe (2004) This approach supports earlier research indicating that the washback effect is present, emphasizing the importance of comprehensive language instruction rather than test-oriented coaching.
'what the teachers teach' rather than 'how they teach' (Cheng, 2005; Wall, 2005).
The impact of the IELTS on teachers' methodologies was primarily influenced not by the test itself, but by the teachers' adaptations of activities from commercial IELTS textbooks and their creation of new, tailored activities inspired by the IELTS framework.
Cambridge textbooks are designed with a focus on contextual and individual factors, including learner proficiency, interests, engagement, collaboration, and class size Consequently, any supplementary materials introduced alongside the core teaching resources are tailored to enhance the overall educational experience.
IELTS preparation courses were based on the learners
The findings indicate that contextual factors, including learners' characteristics and expectations, along with teachers' experiences—such as their perceptions of language teaching and formal education—significantly influence teaching practices, overshadowing the impact of the IELTS test itself While the IELTS does have some effect, it is crucial to prioritize the roles of both teachers and learners in understanding the extent and positivity of washback from high-stakes tests like IELTS.
Impact of IELTS on teachers’ lives
Previous studies primarily examined the micro-level effects of language tests on classroom learning and teaching (Cheng, 2005) However, the findings of this study indicate that the influence of these tests extends beyond the classroom, affecting teachers' lives in a more comprehensive manner.
7.4.1 Positive impact on IELTS teachers’ profession
Teachers view IELTS courses not only as a means to help students achieve high scores but also as a valuable opportunity to enhance their own English language proficiency This perspective highlights the dual benefits of teaching these courses, where instructors gain personal growth alongside their students' academic success.
Nam, a junior full-time university lecturer, views IELTS preparation courses as a means to sustain his advanced English proficiency, as the low-level English classes he teaches do not enhance his skills In contrast, Hung, a senior full-time university lecturer and administrator, reports substantial improvements in his English language proficiency from teaching these courses.
The provision of self-learning opportunities for teachers significantly enhances their teaching skills and knowledge For example, Nam utilized IELTS preparation courses to apply concepts from his TESOL Master’s program, gaining autonomy in material selection and teaching methods, which allowed him to focus on classroom and time management He viewed this experience as a valuable chance to explore effective teaching practices Similarly, both Son, a senior university lecturer, and Sa, a junior freelance English teacher, reported that their involvement in IELTS preparation courses enabled them to refine their teaching approaches and deepen their knowledge.
These benefits are notable because they demonstrate that these private IELTS preparation courses function as a platform for practicing and developing language
Another benefit of these IELTS preparation courses was that all the teachers were highly motivated and devoted when designing and teaching these IELTS preparation courses
Associate Professor Hoa is highly motivated to continually adapt her teaching methods and keep up with the evolving IELTS test structure, ensuring her teaching effectiveness is reflected in her students' IELTS scores.
Sa, an IELTS teacher at a junior language center, and Hung, a university lecturer, emphasized their commitment to enhancing the learning experience by creating enjoyable English classes and addressing individual student needs They identified learner retention and recruitment as key motivations for their efforts Consequently, the teachers engaged in self-learning and reinforced their teaching strategies to boost student engagement and achievement These findings suggest that teaching IELTS preparation courses serves as a catalyst for the teachers' professional development aspirations.
The findings indicated that teachers aspired to be recognized as effective IELTS instructors within their communities Although their self-perception of popularity may be subjective, it plays a crucial role in their capacity to attract and retain students.
IELTS classes over time could be seen as evidence of their ‘popularity’ In addition, the teachers perceived their popularity as an important to their identity For instance,
According to a university lecturer, language teachers find it relatively easy to begin teaching IELTS preparation courses due to the high demand; however, retaining students becomes challenging if the courses do not meet their expectations Consequently, teachers are investing more seriously in their teaching methods to ensure effectiveness and enhance student satisfaction.
IELTS preparation courses and remain popular with learners established a good image of themselves among colleagues, who often believed that those who are able to teach
IELTS preparation courses are led by skilled language instructors, which contributes to the establishment of a strong reputation for these teachers This perceived effectiveness in teaching the IELTS further enhances their professional brand.
Many IELTS trainers exhibit a favorable view of both the IELTS exam and their training abilities, often portraying themselves as reliable and popular educators This self-presentation may stem from a desire to attract more learners and sustain their business, leading them to believe they outperform their peers and resonate with specific student groups Behind their narratives, there may be an unconscious drive to appeal to potential customers, resulting in a polished image that masks the inherent uncertainties of part-time training roles While the validity of this observation remains unconfirmed by current research, there is a clear inclination among trainers to emphasize positive attributes and promote the skills and knowledge acquired through their training.
7.4.2 Perceived benefits to IELTS teachers’ lives
Apart from positively affecting the teachers’ professional lives, teaching IELTS preparation courses was reported to impact on their lives outside the classroom
Teachers reported that the financial benefits from IELTS preparation courses surpassed those from general English classes, prompting them to teach these courses alongside their full-time positions at high schools and universities for additional income.
Nam, a junior university lecturer, highlighted that the income generated from teaching IELTS preparation courses was essential, as his earnings from his primary role as a university lecturer were inadequate to meet his living expenses This illustrates that the washback effect of IELTS extends beyond classroom instruction, significantly impacting the social and financial aspects of teachers' lives.
Teaching IELTS preparation courses significantly enhanced the social status of teachers, earning them high respect from students, parents, and colleagues As students achieved high IELTS scores, both they and their parents praised the teachers and recommended their exceptional teaching abilities This fostered a network of social relationships among teachers, past students, and their families, illustrating the positive impact of IELTS instruction on social connections Consequently, this elevated status contributed to the development of social capital, providing teachers with various benefits, as noted by Bourdieu (1986).
Teaching IELTS preparation courses provided teachers with a rewarding sense of accomplishment, as most learners aimed to fulfill personal growth objectives, including gaining admission to prestigious high schools, securing jobs, achieving promotions, or pursuing studies abroad.
IELTS teachers view their role as instrumental in helping learners achieve their goals, leading to a shared sense of accomplishment when students succeed This satisfaction stems not only from the learners' achievements but also from the teachers fulfilling their own personal aspirations For instance, Sa, an IELTS teacher at a junior language center, established a private language center to generate income from IELTS preparation courses, which he uses to support charitable initiatives, including teaching sign language to deaf children.
Conclusion
This study explored the teaching landscape of IELTS preparation courses in Central Vietnam, emphasizing the characteristics of IELTS teachers and the influence of IELTS on their teaching practices and personal lives The findings indicated a generally positive impact of IELTS on both educational approaches and the broader lives of educators.
IELTS on the teachers in several aspects such as language proficiency, teaching skill and knowledge and continuing professional development, as well as on their finances and their lives
The impact of IELTS on classroom dynamics is significant, influencing both teaching content and approaches, albeit influenced by teachers' autonomy and students' individual differences such as goals, proficiency, age, and expectations IELTS preparation courses serve as a platform for teachers to implement effective language teaching methods that may not be feasible within the constraints of their institutions' curricula Additionally, the findings underscore IELTS's crucial role as a gatekeeper for many learners.
The study highlights the widespread popularity of IELTS within the Vietnamese language assessment landscape, demonstrating its diverse applications in society Additionally, teachers recognize the positive influence of IELTS on their teaching practices and personal lives, both in and out of the classroom.
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Survey
This research project investigates the effects of the IELTS test on Vietnamese IELTS teachers The study aims to profile these educators while examining the washback effect of the IELTS on their teaching methodologies, professional growth, and social interactions.
If you are an English teacher who has or is currently teaching IELTS preparation courses in
We invite you to participate in a survey regarding IELTS courses in Central Vietnam These courses can be self-organized or offered by established institutions and language centers.
This survey is designed to gather your insights without any right or wrong answers, ensuring your responses remain completely anonymous Completing the survey will take approximately 45 minutes.
Thank you very much for your participation!
By clicking NEXT to continue with the survey, you consent to participate voluntarily and allow your data to be utilized for research purposes.
Bảng câu hỏi này thuộc dự án nghiên cứu nhằm khảo sát tác động của kỳ thi IELTS đối với giáo viên dạy luyện thi IELTS tại Việt Nam Mục tiêu chính của nghiên cứu là thống kê các đặc điểm chung của giáo viên IELTS và xác định ảnh hưởng của bài thi đến quá trình giảng dạy.
IELTS đóng vai trò quan trọng trong việc giảng dạy của giáo viên, đồng thời nghiên cứu tác động của việc dạy luyện thi IELTS đến sự phát triển chuyên môn của giáo viên Việc giảng dạy IELTS không chỉ giúp giáo viên nâng cao kỹ năng giảng dạy mà còn thúc đẩy sự phát triển nghề nghiệp thông qua việc cập nhật kiến thức và phương pháp giảng dạy hiệu quả Sự chú trọng vào luyện thi IELTS cũng tạo cơ hội cho giáo viên cải thiện khả năng giao tiếp và hiểu biết về các tiêu chuẩn quốc tế trong giáo dục.
Nếu Thầy/Cô là giáo viên tiếng Anh đã hoặc đang giảng dạy các khóa luyện thi IELTS tại Việt
Chúng tôi trân trọng mời Thầy/Cô tham gia khảo sát về các khóa học IELTS mà Thầy/Cô đang giảng dạy, bao gồm cả các khóa học tự mở tại nhà và các khóa học do trường đại học hoặc trung tâm ngôn ngữ quản lý Xin lưu ý rằng đây không phải là bài kiểm tra, vì vậy không có câu trả lời đúng hay sai Tất cả thông tin mà quý Thầy/Cô cung cấp sẽ được bảo mật và chỉ sử dụng cho mục đích nghiên cứu.
Bảng câu hỏi này sẽ mất khoảng 45 phút để hoàn thành
Rất cảm ơn sự hợp tác củaquý Thầy/Cô.
Phần A Về bản thân bạn
1 Your name (Tên của bạn)
2 Your age (years old) (Độ tuổi)
4 Your original province of birth (Nơi sinh)
I Other (please specify) – Khác (xin nêu rõ)
5 Your highest qualification (Bằng cấp cao nhất)
D Studying for a Bachelor at the time of data collection
6 Your qualification specialization (Chuyên môn)
A TESOL or English teaching (Giảng dạy tiếng Anh)
I Language studies (major in other languages)
7 Your total IELTS band score (if relevant) (Điểm tổng IELTS nếu có)
A 8.5 or above (8.5 hoặc cao hơn)
G had not taken IELTS before
8 Your TOEFL iBT, TOEFL paper-based, TOEFL ITP or TOEIC score (if relevant)
Please specify the test and provide the score Điểm các bài thi tiếng Anh khác (nếu có) Vui lòng nêu rõ loại bài thi và điểm tổng cộng.
9 Other English proficiency certificate (Bằng cấp/chứng chỉ tiếng Anh khác)
10 Your teaching location (Nơi đang công tác)
11 The institution/school/centre where you are working now
(Cơ quan/Trường/Trung tâm bạn đang làm việc hiện tại)
Please provide the name and the location
(Vui lòng cung cấp tên và địa chỉ) _
12 Your position at the institution? (Vị trí hiện tại ở cơ quan bạn công tác)
C Full-time academic manager and teacher
E Part-time academic manager/officer
13 Number of years you have been teaching English (Số năm kinh nghiệm dạy tiếng Anh)
A Less than a year (ít hơn 1 năm)
14 Number of years you have been teaching IELTS
(Số năm kinh nghiệm dạy luyện thi IELTS)
A Less than a year (ít hơn 1 năm)
15 Which IELTS modules have you been teaching?
(Loại bài thi IELTS nào bạn đã và đang dạy?)
16 Have you been trained as an examiner for IELTS?
(Bạn đã từng tham gia tập huấn để làm giám khảo cho kì thi IELTS chưa?)
Please provide details about the training course, including its content, the trainer's qualifications, and the organization that offers the training.
17 Have you been trained as an IELTS teacher?
(Bạn đã từng là tham gia tập huấn để dạy luyện thi IELTS chưa?)
Please provide details about the training course, including its content, the trainer's qualifications, and the organization responsible for delivering the training.
18 Have you been trained as an examiner for other international proficiency test(s)?
(Bạn đã từng tham gia tập huấn làm giảm khảo cho các kỳ kiểm tra kỹ năng ngoại ngữ khác chưa?)
If applicable, please provide details about the training course, including its content, the trainer's qualifications, and the organization responsible for delivering the training.
19 What are your primary motivations for teaching IELTS preparation courses?
(Động lực chính của bạn khi dạy các khoá luyện thi IELTS là gì?)
B Personal development (phát triển cá nhân)
C Required by your institution or employer (theo yêu cầu của cơ quan công tác)
D All of the above (Tất cả các điều trên)
E Other (khác - vui lòng ghi chi tiết) (Please specify) _
Part B About your students (Về học viên IELTS của bạn)
Please tick all that apply (Xin vui lòng chọn tất cả các câu trả lời phù hợp với bạn.)
20 Age range of your IELTS students (years old) (Độ tuổi của học viên IELTS của bạn)
21 Their current studying status (Tình trạng học tập của học viên IELTS của bạn)
A Secondary school students (Học sinh Cấp 2)
B High school students (Học sinh Cấp 3)
C University students (Sinh viên đại học)
D Workers or employees (Người đi làm)
Please provide details about the current job or working status of your IELTS student.
E Other (khác vui lòng ghi chi tiết) (Please specify)
22 Your IELTS students’ highest qualification
(Trình độ học vấn cao nhất của học viên IELTS của ban)
B High school education (Phổ thông trung học)
23 What countries do your IELTS students intend to apply for studying admission?
(Học sinh IELTS của bạn dự định đi du học ở nước nào?)
D European countries (Các nước Châu Âu)
L Other (Please specify) (Khác - vui lòng ghi chi tiết) _
24 In what form are your IELTS classes delivered? Multiple answers are allowed.
B Online (e.g., Zoom, Messenger and Skype)
C Blended (both face-to-face and online)
D One-on-one home tutoring
25 What are your students’ main motivation for taking IELTS preparation courses?
(Động lực chính khi học luyện thi IELTS của học viên của bạn là gì?)
C Graduation requirement by universities/colleges
Part C About IELTS (Về bài thi IELTS)
The IELTS test significantly impacts the content of IELTS preparation lessons, guiding educators on what topics and skills to emphasize Instructors tailor their teaching materials and strategies to align with the test's requirements, ensuring that students are well-prepared for the exam This alignment helps students focus on essential areas, such as reading, writing, listening, and speaking, which are crucial for achieving their desired scores Ultimately, the influence of the IELTS test shapes the curriculum and enhances the effectiveness of preparation courses.
If yes, please note here how the test influences your decisions on lesson content
(Nếu có vui lòng mô tả bài thi IELTS ảnh hưởng thế nào đến việc bạn lựa chọn nội dung bài giảng) _
The IELTS test significantly impacts the methodology used in IELTS preparation lessons Educators often adapt their teaching strategies to align with the specific requirements and formats of the IELTS exam This alignment ensures that students are adequately prepared for the test's challenges, enhancing their chances of success Ultimately, the influence of the IELTS test on teaching methods is crucial for effective preparation and achieving desired scores.
If yes, please note here how the test influences your teaching method
(Nếu có vui lòng mô tả bài thi IELTS ảnh hưởng như thế nào đến phương pháp và cách giảng dạy của bạn) _
28 Do you consider the IELTS test appropriate to students’ English proficiency needs?
(Bạn có nghĩ là rằng bài thi IELTS là phù hợp để đánh giá trình độ tiếng Anh của học viên không?)
If yes, please specify which levels? (Nếu có, phù hợp cho cấp độ nào)
B Postgraduate level (Sau đại học)
C Pre-university level (Dự bị đại học)
D For vocational studies (Học nghề)
E In their professional work (Công việc chuyên môn)
F For immigration purposes (Nhập cư nước khác)
H Not appropriate for the above levels
29 Does the IELTS provide positive motivation for your students?
(Theo bạn, bài thi IELTS có tạo động lực tích cực để học tiếng Anh cho học viên không?
Part D About your IELTS preparation classes
(Về các lớp luỵên thi IELTS của bạn)
30 Was your IELTS preparation part of aGeneral English course or was it a separate course?
(Lớp luyện thi IELTS của bạn có nằm trong chương trình dạy tiếng Anh tổng quát không hay là 1 khoá học riêng biệt?)
A As a part of general English course (Có, thuộc chương trình dạy tiếng
B As a separate course (Không, là khoá riêng biệt)
31 How frequently do you run the course per week?
(Lớp IELTS của bạn dạy diễn ra bao nhiều lần một tuần?)
D Over three times (please specify) (trên ba lần, vui lòng ghi chi tiết) _
32 How long is each of your IELTS session in hour(s)?
(Mỗi lớp học IELTS của bạn kéo dài trong mấy tiếng?)
33 How many students do you often have in one IELTS class? (Multiple answers allowed.)
34 What are the objectives of your IELTS classes? (Multiple answers allowed.)
(Mục tiêu của các lớp IELTS bạn dạy là gì; bạn có thể chọn nhiều đáp án)
A Develop learners’ general English proficiency (Phát triển) kỹ năng tiếng
B Train learners to take the IELTS test (Luyện học sinh để thi IELTS)
C Others (please specify) (Khác, vui lòng ghi chi tiết)
35 What activities do you often use in your IELTS lessons? (Multiple answers are allowed)
(Hoạt động nào bạn thường dùng trong lớp dạy IELTS của bạn? Bạn có thể chọn nhiều câu trả lời)
A Individual work (hoạt động cá nhân)
D Whole-class work (hoạt động cả lớp)
E Other (please describe how they look like) (khác, vui lòng mô tả những hoạt động này) _
36 Do you often use all activities in the IELTS book intended for your IELTS course?
(Bạn có thường sử dụng tất cả các hoạt động trong sách IELTS mà bạn dùng cho khoá học IELTS của bạn không?)
A Use and modify some of the activities from the IELTS books and add self-created or modified materials from other sources
B Use and modify all activities in the IELTS books
C Rarely used the activities in the IELTS books but used self-created or modified materials from other sources.
D Often used all activities and also add additional material
Thank you very much for completing the questionnaire
If you would like to participate in a follow-up interview, please share your email address The interview will be scheduled for one hour at a location, time, and format (either in-person or online) that suits your convenience.
Interview questions prompts
1 What are the objectives of your IELTS classes?
2 What is your approach or teaching method in IELTS lessons?
Please describe and give examples to illustrate.
3 What activities do you often use in your IELTS lessons? Why?
4 To what extent is your teaching methodology driven by the format of the
IELTS test or other factors? Why?
5 Can you briefly describe your typical IELTS class (e.g., lesson plans)?
6 Do you focus on the content and format of the test to design and teach your
7 In your IELTS lessons, do you teach all integrated skills (reading, listening, speaking and writing) together or separately? Why?
Impact on teaching content and materials
1 What are the main materials/books used in your IELTS classes? Why?
2 Do you often use all activities in the IELTS book intended for your IELTS course or skip/change/adapt some? Why?
3 Were there any kinds of materials that you consistently and deliberately delete or miss out in IELTS textbooks? Explain which ones, why and how?
4 To what extent do the materials/books that you use reflect the actual IELTS tests? Explain how?
5 If you brought in supplementary materials, what skills did you hope to develop?
6 What are the attractions of the commercial publications that you are using?
7 How much influence do you feel the actual IELTS test has on the way you choose the content of your IELTS preparation courses? Explain why?
1 What was/has been your main motivation for becoming an IELTS teacher?
2 What is the most important gain you have had since teaching the IELTS?
3 To what extent does teaching IELTS have an impact on your financial well-being?
4 How satisfied are you with the financial gain you have from teaching
5 To what extent does this financial gain influence your professional well-being
(e.g., how likely you are to stay in the teaching job; how motivated you are as a teacher, etc.)
As an English teacher specializing in IELTS preparation, I find both similarities and differences when compared to my peers who do not focus on this exam While we all share a passion for teaching language skills, my approach is tailored to the specific demands of IELTS, emphasizing test-taking strategies and academic English proficiency For instance, during a recent class, I noticed that while a colleague was concentrating on general conversational skills, I was guiding my students through practice tests, highlighting the importance of time management and question types unique to IELTS This distinction underscores the specialized nature of my teaching, aimed at equipping students for success in a high-stakes testing environment.
2 To what extent do you think your students might see you differently because you teach IELTS courses? Can you give us an example/situation when this happened?
3 To what extent do you think your colleagues might see you differently because you teach IELTS courses? Can you give us an example/situation when this happened?
4 To what extent do you think parents/others in the society might see you differently because you teach IELTS courses? Give us an example/situation when this happened?
5 In general, how do you feel about being an IELTS teacher?
Professional development and career prospects
1 What do you do to become better at teaching IELTS courses? What professional activity has been most useful for you to improve your IELTS teaching?
2 To what extent does teaching IELTS courses have an impact on your overall development as an English teacher?
Teaching IELTS courses significantly influences your motivation for self-development as an English teacher It encourages you to engage more with professional development materials and seek out additional teaching resources, ultimately enhancing your skills and effectiveness in the classroom.
Commercial IELTS textbooks used in IELTS preparation courses
Aish, F., & Tomlinson (2012) Grammar for IELTS Collins: English for IELTS.
Allen, M., Powell, D & Bolby, D (2006) IELTS Graduation: Student’s book London, UK:
Aucoin, B., Chawhan, L., Hiraishi, S., & Tholet, J (2013) IELTS Preparation and Practice:
Reading and Writing (2nd ed.) South Melbourne, Victoria: Oxford University Press.
Bin, L Y (2017) Basic IELTS Listening Ho Chi Minh City, Vietnam: The Ho Chi Minh
Brook-Hart, G., & Jakeman, V (2013) Complete IELTS (Bands 4–5) Cambridge:
Cole, V (2012) IELTS introduction study skills pack London: Macmillan Education.
Cullen, P (2008) Vocabulary for IELTS Cambridge, UK: Cambridge University Press.
French, A., & Jakeman, V (2014) The Official Cambridge Guide.
Gang, D H (2011) 15 Day’s Practice for IELTS Reading Ho Chi Minh City, Vietnam:
The Ho Chi Minh General Publishing House.
Geyte, E., & Sneling, F (2019) Reading for IELTS Collins: CoBuild.
Harrision, L., & Hutchison, S (2013) Bridge to IELTS: Pre-intermediate – intermediate band 3.5 to 4.5 Hampshire: National Geographic Learning
Hopkins, D., & Cullen, P (2006) Cambridge Grammar for IELTS Cambridge:
Humphreys, P., & Cullen, P (2006) IELTS Express London: Thompson.
Jakeman, V., & McDowell, C (1996) Cambridge practice tests for IELTS 1 Cambridge,
Jakeman, V., & McDowell, C (2008) New insights into IELTS Cambridge, UK:
Jakeman, V., & McDowell, C (2004) Step Up to IELTS Self-study Student’s Book
Cambridge, UK: Cambridge University Press.
Juan, Z (2019) Basic IELTS Reading Ho Chi Minh City, Vietnam: The Ho Chi Minh
Lougheed, L (2016) IELTS strategies and tips New York: Barron’s Educational Series.
Lougheed, L (2012) Barron’s IELTS practice exams Ho Chi Minh City, Vietnam:
The Ho Chi Minh General Publishing House.
Marks, J (2017) IELTS advantage speaking and listening skills London:
New Oriental Education & Technology Group IELTS Research Institute (2017)
Lessons for IELTS: Advanced writing Ho Chi Minh City, Vietnam: The Ho Chi Minh
New Channel International Education Group (2013) IELTS listening recent actual test
Ho Chi Minh City, Vietnam: The Ho Chi Minh General Publishing House.
O’Dell, F., & McCarthy, M (2017) English Collocations in Use: Advanced
Ping, X L., & Ting, H (2011) 15 Days Practice for IELTS Listening Ho Chi Minh City,
Vietnam: The Ho Chi Minh General Publishing House.
Preshous, J., & Preshous, A (2012) IELTS foundation: Student’s book
Rogers, B., & Kenny, N (2016) The complete guide to IELTS: student’s book band
Thorner, N., & Rogers, L (2016) Foundation IELTS Masterclass: Student’s book
University of Cambridge ESOL Examinations (2019) Cambridge IELTS Tests 14
Cambridge, UK: Cambridge University Press.
University of Cambridge ESOL Examinations (2017) Cambridge IELTS Tests 12
Cambridge, UK: Cambridge University Press.
University of Cambridge ESOL Examinations (2009) Cambridge IELTS Tests 7
Cambridge, UK: Cambridge University Press.
University of Cambridge ESOL Examinations (2007) Cambridge IELTS Tests 6
Cambridge, UK: Cambridge University Press.
University of Cambridge ESOL Examinations (2006) Cambridge IELTS Tests 5
Cambridge, UK: Cambridge University Press.
University of Cambridge ESOL Examinations (2005) Cambridge IELTS Tests 4
Cambridge, UK: Cambridge University Press.
University of Cambridge ESOL Examinations (2002) Cambridge IELTS Tests 3
Cambridge, UK: Cambridge University Press.
University of Cambridge ESOL Examinations (2000) Cambridge IELTS Tests 2
Cambridge, UK: Cambridge University Press
Xi, W Y (2017) Basic IELTS Writing Ho Chi Minh City, Vietnam: The Ho Chi Minh
Xia, W H (2011) 15 Days Practice for IELTS Writing Ho Chi Minh City, Vietnam:
The Ho Chi Minh General Publishing House.
Williams, A (2012) Writing for IELTS London: HarperCollins.
Williams, A (2012) Vocabulary for IELTS London: HarperCollins.
Wijayatilake, C., Hutchison, S., Crosthwaite, P., & De Souza, N (2017) Mindset for IELTS:
Student book 1 Cambridge, UK: Cambridge University Press
Wyatt, R (2013) Complete IELTS Band 6.5–7.5 Cambridge: Cambridge University
Young, D., Liew, N., Doornbusch, A., & Treasure, M (2013) IELTS preparation and Practice: Listening and Speaking (3th ed.) South Melbourne, Victoria: Oxford
Tables of descriptive survey data
Table 1: Specialisation of the teachers’ formal education
Language studies (major in other languages) 1 0.7
Studying for a Bachelor at the time of data collection 2 1.4
Table 3: Teachers’ English language proficiency
Average IELTS band score Frequency %
Not yet taken IELTS before 20 14.0
Table 4: Participants’ main employment type
Full-time academic manager and teacher 2 1.4
Part-time academic manager/officer 1 0.7
Table 5: IELTS teachers’ training experiences
Training for an IELTS teacher Training for an IELTS examiner
Table 6: Years of teaching English and IELTS
Length of language teaching (years) Teaching English Teaching IELTS
Both academic and general training 28 20.4
Table 8: Age range of IELTS students and their formal education
Range in age (years) Frequency %
Table 9: IELTS learners’ education and studying/working status
Formal education Studying / working status
Secondary education 21 10.2 Secondary school students 48 13.4
High school education 50 24.3 High school students 104 29.2
Table 10: Teachers’ report of learners’ motivations for learning IELTS
Graduation requirement by universities/colleges 62 17.2
Table 11: Target countries for overseas studies
Target country for overseas study Frequency %
Table 12: Teaching mode of IELTS preparation course
Online (e.g., Zoom, Messenger and Skype) 18 11.6
Blended (both face-to-face and online) 24 15.5
One-on-one home tutoring 4 2.6
Table 13: Design of the IELTS preparation courses
As part of a general English course 26 18.9
Table 14: Facts about IELTS preparation courses
Class size % IELTS sessions % IELTS session length %
Table 15: Objectives of the IELTS courses from the teachers’ point of view
Develop learners’ general English proficiency 53 38.6
Train learners to take the IELTS test 113 82.4