ielts rr volume07 report1

! Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand: Report on the results of a national provider survey Authors Hilary Smith Systemetrics Research Stephen Haslett Massey University CONTENTS Abstract Author biodata Introduction #$#! %&'()*+!,(!-&*!+-./0-/.*!12!-&*!-*.-,'.3!*4/0'-,1(!+*0-1 $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 5! #$6! %&'()*+!,(!-&*!+*01(4'.3!*4/0'-,1(!7/'8,2,0'-,1(+!+3+-*9 $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ :! #$5! %&'()*+!,(!,99,).'-,1($$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ :! Aims of the study Methodology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'-)'5/','!E21,!'?#90-'!g11'.!QRRRG!K',)(H'$)!#$7!4',.!LMMMG!Y1-'9#$8!B(#,2*'-7!#$7!d#%#$!LMM_G! \'#7!#$7!d*,)/!LMMNF=! © IELTS Research Reports Volume Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand – Smith + Haslett 1.2 Changes in the secondary education qualifications system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d15'C',8!#$1(/',!C*'5!*)!(/#(!(/'! O'?(,#!7*9'$)*1$)!12!#+#7'9*+!+&-(&,'P!0,1C*7'7!(/,1&%/!(/'!4Y>3!9#.!%1!)19'!5#.!(15#,7)! 9*(*%#(*$%!(/'!'22'+(!12!(/'!1$'S122!/*%/!)(#;')!(')(!EB;.,9'!LMMT8!00!QMQF=! 1.3 Changes in immigration Y/#$%')!(1!*99*%,#(*1$!(1!*$+,'#)'!(/'!$&9:',!12!);* '7!9*%,#$()!(1!31('#,1#!4'5!6'#-#$7!/#C'! ,')&-('7!*$!#!/*%/!0,12*-'!#$7!+1$(,1C',)*#-!21+&)!1$!@>"AB!X!5/*+/!*)!(/'!(')(!&)'7!#)!0#,(!12!(/'! 01*$()!).)('9!(1!7'(',9*$'!*99*%,#(*1$!'-*%*:*-*(.!:.!(/'!4'5!6'#-#$7!@99*%,#(*1$!B',C*+'=!b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d#%#$!ELMM_F!)&,C'.'7!#!+,1))S)'+(*1$!12!)(#22!*$!#$!3&)(,#-*#$! #$7!hK!&$*C',)*(.!1$!(/'*,!0',+'0(*1$)!#$7!;$15-'7%'!12!@>"AB=!A/'.!21&$7!(/#(!1$'S(/*,7!1,!2'5',! 12!)(#22!:'-*'C'7!(/#(!(/'!(/,')/1-7!5#)!)&22*+*'$(-.!/*%/!21,!)&++'))!*$!&$*C',)*(.!)(&7.8!#$7!(/#(! -#$%&#%'!)&001,(!)(#22!:'-*'C'7!(/#(!)(#22!9#.!#((,*:&('!)(&7'$(!7*22*+&-(*')!(1!(/'!(')(!,#(/',!(/#$!(/'! '$(,.!)(#$7#,7)!)'(!:.!(/'!*$)(*(&(*1$)!EY1-'9#$8!B(#,2*'-7!#$7!d#%#$!LMM_8!00!QRMF=! © IELTS Research Reports Volume Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand – Smith + Haslett ! To explore the criteria used in determining the English language threshold levels @(!5#)!#-)1!12!*$(',')(!(1!*$C')(*%#('!(/'!+,*(',*#!21,!7'+*)*1$S9#;*$%8!#$7!(/'!9'(/17)!*$C1-C'7=! J+g15' !#$7!J',,.-'')!EQRRZ8!00!Q SQ_TF!*$C')(*%#('7!(/'!01-*+.S9#;',)!12!>$%-*)/!-#$%&#%'! (/,')/1-7)8!#$7!(/'!+1$)&-(#(*1$!*$C1-C'7!*$!(/'!0,1+'))=!A/'.!21&$7!(/#(!#!+19:*$#(*1$!12!:17*')!5#)! 91)(!2,'$%-*)/! -#$%&#%'!#:*-*(.!$'+'))#,.!12!&$*C',)*(.!)(&7.!'?0-#*$'7!(/'!)'((*$%!12!@>"AB!'$(,.!)+1,')P=!A/'!-'C'-! 5#)!#((,*:&('7!(1!*$(',S&$*C',)*(.!+190'(*(*1$!:.!LL`!12!)(#22=!A/'!+&,,'$(!,')'#,+/!0,1H'+(!'?('$7'7! (/')'!0,'C*1&)!)(&7*')!*$(1!(/'!31('#,1#!4'5!6'#-#$7!+1$('?(8!5*(/!#!21+&)!1$!(/'!7'+*)*1$S9#;*$%! 0,1+'))!21,!(/'!(/,')/1-7)!&)'7!21,!@>"AB!1,!1(/',!(')()=!! 3!+'$(,#-!*))&'!*)!(/'!7'%,''!(1!5/*+/!(',(*#,.!*$)(*(&(*1$)!&$7',)(#$7!(/'!$#(&,'!12!(/'!@>"AB!(')(8!#$7! (/'!*90-*+#(*1$)!12!(/'!(')(!,')&-()!21,!)(&7'$(!0',21,9#$+'=!Y1$$'+('7!(1!(/*)!*)!(/'!$''7!21,!@>"AB!(1! 0,1C*7'!*$21,9#(*1$!(1!*$)(*(&(*1$)!#:1&(!&)*$%!(/'!@>"AB!(')(!)+1,')!91)(!#00,10,*#('-.=!3!)(,1$%! 2*$7*$%!*$!Y1-'9#$8!B(#,2*'-7!#$7!d#%#$P)!)(&7.!ELMM_8!00!LMLF!5#)!(/'!-#+;!12!#5#,'$'))!#91$%!)(#22! 12!(/'!9'#$*$%)!12!@>"AB!)+1,')=!A/'.!)&%%')('7!,'%&-#,!+199&$*+#(*1$!5*(/!)(#22!#:1&(!@>"AB=! i&,!)(&7.!0,1C*7')!*$21,9#(*1$!#:1&(!/15!(/*)!9*%/(!:'!#+/*'C'7!91)(!'22'+(*C'-.=! METHODOLOGY A/'!9'(/171-1%.!21,!(/*)!,')'#,+/!5#)!#!+'$)&)!12!7'+*)*1$S9#;',)!*$!# !(',(*#,.!0,1C*7',)!*$! 31('#,1#!4'5!6'#-#$78!+#,,*'7!1&(!:.!9'#$)!12!#!01)(#-!"AB!0,'0#,#(*1$U!d15!/'-02&-!*)!*(! 21,!(',(*#,.!)(&7.!*$!>$%-*)/mP8!New Zealand Studies in Applied Linguistics8!C1-!QM8!$1!Q8!00!RaSQM]! e' *$%/#98!"8!QRRN8!O4#C*%#(*$%!+/100.!)'#)U!@>"AB!#)!#!)&001,(!21,!)&++'))!*$!/*%/',!'7&+#(*1$P8! TESOLANZ Journal,!C1-!_8!00!LQSLZ! Y#9:,*7%'!>Bi"!>?#9*$#(*1$)!5':)*('8!LMM]8!,'(,*'C'7!T!g'+'9:',!LMM]!2,19! n/((0Ukk555=+#9:,*7%'')1-=1,%k'?#9)o! Y#(/',# 8!B!#$7!"#&%')'$8!\8!LMML8!OA')(*$%!(*9'!21,!51&-7S:'!K*5*)P8!Sunday Star-Times8!! LT!41C'9:',8!3T! Y1-'9#$8!g8!B(#,2*'-78!B!#$7!d#%#$8!38!LMM_8!OA/'!#((*(&7')!12!@>"AB!)(#;'/1-7',)U!B(&7'$(!#$7!)(#22! 0',+'0(*1$)!12!@>"AB!*$!3&)(,#-*#$8!hK!#$7!Y/*$')'!(',(*#,.!*$)(*(&(*1$)P!*$!IELTS International English Language Testing System Research Reports,!j1-!N8!@gDk@>"AB8!Y#$:',,#8!3&)(,#-*#! Y1$C',)'8!cJ!#$7!D,'))',8!B8!QRZ]8!Survey questions: Handcrafting the standardized questionnaire,! B#%'8!A/1&)#$7!i#;)8!Y#-*21,$*#! g#C*')8!38!LMM_8!OA/,''!/',')*')!12!-#$%&#%'!(')(*$%!,')'#,+/P8!Language Testing, C1-!LM8!$1!T8!! 00!_NNS_]Z! g11'.8!D8!QRRR8!O3$!*$C')(*%#(*1$!*$(1!(/'!0,'7*+(*C'!C#-*7*(.!12!(/'!@>"AB!(')(!#)!#$!*$7*+#(1,!12! 2&(&,'!#+#7'9*+!)&++'))P!*$!Teaching in the disciplines/ Learning in context8!'7)!K!J#,(*$8!! 4!B(#$-'.!#$7!4!g#C*)1$8!Proceedings of the 8th Annual Teaching Learning Forum8!! A/'!h$*C',)*(.!12!I')(',$!3&)(,#-*#8!b':,&#,.!QRRR8!,'(,*'C'7!LQ!c&$'!LMMT!2,19! n/((0Ukk-)$=+&,(*$='7&=#&k(-2k(-2QRRRk711'.=/(9-o8!D',(/8!00!QQTSQQZ! >7&+#(*1$!4'5!6'#-#$78!LMMN8!Facts and Statistics8!,'(,*'C'7!L!c&$'!LMMN!2,19! n/((0Ukk555='7&+#(*1$$f=1,%=$fo! b'#)(8!j8!LMMT8!OA/'!*90#+(!12!@>"AB!)+1,')!1$!0',21,9#$+'!#(!&$*C',)*(.P8!International Education Journal,!C1-!_8!$1!T8!,'(,*'C'7!LQ!c&$'!LMMT!2,19!n/((0Ukk555=2-*$7',)='7&=#&k'7&+#(*1$k*'Ho8!! 00!aMSZN! [#9:-'8!I!#$7!\'*78![8!LMML8!OiC',)'#)!)(&7'$()!;''0*$%!)(#('!)+/11-)!#2-1#(P8!New Zealand Herald8! Qa!J#,+/8!,'(,*'C'7!_!c&$'!LMMN!2,19!n/((0Ukk555=$f/',#-7=+1=$fo! @>"AB!@$(',$#(*1$#-!>$%-*)/!"#$%&#%'!A')(*$%!B.)('9!5':)*('8!LMMN8!,'(,*'C'7!L!c&$'!LMMN!2,19! n/((0Ukk555=*'-()=1,%o! K',)(H'$)8!J!#$7!4',.8!Y8!LMMM8!OD,'7*+(*C'!C#-*7*(.!*$!(/'!@>"AB!(')(U!3!)(&7.!12!(/'!,'-#(*1$)/*0)! :'(5''$!@>"AB!)+1,')!#$7!)(&7'$()P!)&:)'$%-*)/!#(!(',(*#,.!-'C'-U! 3!+#)'!)(&7.P8!TESOLANZ Journal8!C1-!QQ8!00!TNSN]! J+g15' 8!Y!#$7!J',,.-'')8!e8!QRRZ8!OB&,C'.!12!,'+'*C*$%!*$)(*(&(*1$)P!&)'!#$7!#((*(&7'!(1!@>"ABP8! IELTS International English Language Testing System Reports,!C1-!Q8!'7!B!I1178!@>"AB!3&)(,#-*#8! Y#$:',,#! © IELTS Research Reports Volume 37 Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand – Smith + Haslett J*$*)(,.!12!>7&+#(*1$8!LMM_8!Code of Practice for the Pastoral Care of International Students – revised December 2003, ,'(,*'C'7!Z!J#,+/!LMMT!2,19!n/((0Ukk555=9*$'7&=%1C(=$fo! J*$*)(,.!12!>7&+#(*1$8!LMMT#8!Signatories to the Code of Practice, ,'(,*'C'7!Z!J#,+/!LMMT!2,19! n/((0Ukk555=9*$'7&=%1C(=$fo! J*$*)(,.!12!>7&+#(*1$8!LMMT:8!Export Education Update, 41!N8!J#.8!,'(,*'C'7!L!c&$'!LMMN!2,19! n/((0Ukk555=9*$'7&=%1C(=$fo! New Zealand Herald8!LMMT8!OB(&7'$()!2,19!>&,10'!(#,%'('7!#)!Y/*$#!9#,;'(!+1 #0)')P8!g'+'9:',!LR8! ,'(,*'C'7!L!c&$'!LMMN!2,19!n/((0Ukk555=$f/',#-7=+1=$fo! i?21,7!h$*C',)*(.!D,'))8!LMMT8!Oxford Placement Test (New Edition Pack),!i?21,7! D#,;',8!K8!LMMT8!O>Bi"!)(&7'$()!'?+-&7'7!2,19!(',(*#,.!0#,(*+*0#(*1$P8!TESOLANZ Newsletter,!C1-!Q_8! $1!L8!00!ZSR! ^&*%-'.8!48!LMMT8!O>?01,(!>7&+#(*1$P8!Sunday Supplement8!B'0('9:',!L_8!4#(*1$#-!\#7*1! \'#78!c!#$7!d*,)/8!g8!LMMN8!English language levels in tertiary institutions: A report for the Export Levy Program of Education New Zealand,!,'(,*'C'7!LN!b':,&#,.!LMMN!2,19! n/((0Ukk555='7&+#(*1$$f=1,%=$fo! \*+/#,7)1$8!38!LMMN8!Ob# *$%!:.!7'%,'')P8!Listener,!J#,+/!L]8!00!LLSL_! \1%',)8!B8!LMMT8!OB1&$7!0,'0#,#(*1$U!3++'$()!*$!@>"AB!-*)('$*$%!9#(',*#-)P8!TESOLANZ Journal8! C1-!QL8!00!NRSaR! B;.,9'8![8!LMMT8!OB('00*$%!1C',!(/'!(/,')/1-7U!Y/*$')'!*$(',$#(*1$#-!)(&7'$()!*$!(,#$)*(*1$!2,19! -#$%&#%'!+'$(,'!(1!&$*C',)*(.P8!New Zealand Studies in Applied Linguistics8!C1-!QM8!$1!L8!00!R_SQML! B9*(/8!"!#$7!\#'8!38!LMMT8 Managing international student numbers at New Zealand public universities and polytechnics: A report to the Ministry of Education8!J#))'.!h$*C',)*(.8!,'(,*'C'7!! T!30,*-!LMMN!2,19!n/((0Ukk555='7&+#(*1$$f=1,%=$fo! Ai>b"!A')(!12!>$%-*)/!#)!#!b1,'*%$!"#$%&#%'!5':)*('8!LMM]8!,'(,*'C'7!T!g'+'9:',!LMM]!2,19! n/((0Ukk555='()=1,%k(1'2-o! Ai>@Y!A')(!12!>$%-*)/!21,!@$(',$#(*1$#-!Y199&$*+#(*1$!5':)*('8!LMM]8!,'(,*'C'7!T!g'+'9:',!LMM]! 2,19!n/((0Ukk555='()=1,%k(1'*+o! j*+(1,*#!h$*C',)*(.!12!I' *$%(1$8!LMMT8!Victoria International,!,'(,*'C'7!QM!J#,+/!LMMT!2,19! n/((0Ukk555=C&5=#+=$fo! I#,78!Y!#$7!J#)%1,'(8!3SJ8!LMMT8!The experiences of international students in New Zealand: Report on the results of the national survey,!@$(',$#(*1$#-!D1-*+.!#$7!g'C'-109'$(!h$*(8!! J*$*)(,.!12!>7&+#(*1$8!,'(,*'C'7!L!c&$'!LMMN!2,19!n/((0Ukk555=9*$'7&=%1C(=$fo! © IELTS Research Reports Volume 38 Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand – Smith + Haslett APPENDIX 1A: PUBLIC TERTIARY INSTITUTIONS Signatories to the Code of Practice for the Pastoral Care of International Students at 17 August 2004 (Ministry of Education 2004a) (N = 33) 31,#;*!D1-.('+/$*+! 3&+;-#$7!Y1 '%'!12!>7&+#(*1$! 3&+;-#$7!h$*C',)*(.!12!A'+/$1-1%.! e#.!12!D-'$(.!D1-.('+/$*+! Y/,*)(+/&,+/!Y1 '%'!12!>7&+#(*1$! Y/,*)(+/&,+/!D1-.('+/$*+!@$)(*(&('!12!A'+/$1-1%.! g&$'7*$!Y1 '%'!12!>7&+#(*1$! >#)(',$!@$)(*(&('!12!A'+/$1-1%.! "*$+1-$!h$*C',)*(.! J#$&;#&!@$)(*(&('!12!A'+/$1-1%.! J#))'.!h$*C',)*(.! 4'-)1$!J#,-:1,1&%/!@$)(*(&('!12!A'+/$1-1%.! 41,(/-#$7!D1-.('+/$*+! i(#%1!D1-.('+/$*+! B1&(/',$!@$)(*(&('!12!A'+/$1-1%.! A#*!D1&(*$*!D1-.('+/$*+! ! A#*,#5/*(*!D1-.('+/$*+! A'!I#$#$%#!i!31('#,1#! A'-21,7!\&,#-!D1-.('+/$*+! 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APPENDIX 2: QUESTIONNAIRE "!IELTS Research Reports Volume 42 Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand – Smith + Haslett © IELTS Research Reports Volume 43 Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand – Smith + Haslett APPENDIX 3: LETTER OF INTRODUCTION B.)('9'(,*+)!\')'#,+/!"(7! D!i!e1?!QNMa! D#-9',)(1$!41,(/! 31('#,1#!4'5!6'#-#$7! A!r]T!]!_N_S]_Na!!!b!r]T!]!_N_SZ_Na!!!J!r]T!]!_N_S]Ma! ! Q_!g'+'9:',!LMMT! ! g'#,!! Re: IELTS Survey! @!#9!5,*(*$%!(1!.1&!(1!)'';!.1&,!/'-0!*$!,')01$7*$%!(1!9.!)&,C'.=! @!#9!+#,,.*$%!1&(!,')'#,+/!21,!(/'!@$(',$#(*1$#-!>$%-*)/!"#$%&#%'!A')(*$%!B.)('9! E@>"ABF!#)!#$!*$7'0'$7'$(!,')'#,+/',=!A/*)!*)!#!H1*$(S2&$7'7!0,1H'+(!21,!Y#9:,*7%'! >Bi"8!(/'!e,*(*)/!Y1&$+*-8!#$7!@>"AB!3&)(,#-*#!E\1&$7!RF8!#)!)/15$!1$!(/'! 5':)*('!21,!@>"AB!3&)(,#-*#!#(! 555=*70=+19k%-1:#-'?#9*$#(*1$)',C*+')k#,(*+-'ZNa=#)0=! 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