The test preparation imperative
Test companies, such as IELTS, have an obligation to provide information on test preparation With regards to test fairness, the Standards for Educational and
Psychological Testing emphasizes that test-takers deserve comprehensive information to effectively prepare for assessments (AERA, APA & NCME, 2014) Kunnan's (2000) taxonomy highlights access issues related to test fairness, particularly regarding familiarity with test formats and mediums Without knowledge of the test format, question types, scoring criteria, and effective strategies, test-takers risk underperforming This highlights the necessity of documenting test-takers' experiences and their understanding of language proficiency and best practices in test-taking, ultimately revealing the significant impact these assessments have on their lives.
A test-taker population with a diversity of linguistic and cultural backgrounds –
The IELTS recognizes 40 different language backgrounds, contributing to a diverse array of experiences among test-takers on Test Day This diversity influences their varied expectations regarding assessments, particularly in the context of English language testing.
The diversity of experiences and expectations can lead to feelings of doubt, confusion, and anxiety, negatively affecting test performance However, familiarizing oneself with the test format and adopting effective test-taking strategies can alleviate these adverse outcomes Research indicates that understanding test formats and items is crucial for reducing anxiety and enhancing the validity of scores in standardized language assessments.
Test preparation: developing language proficiency and test-taking strategies
Test preparation activities can enhance two key areas: language proficiency and test-taking strategies In this study, we define language proficiency as encompassing three dimensions: social, professional, and academic Everyday communication differs from academic discourse, which in turn varies from the communication needed in professional settings.
IELTS test-takers must showcase proficiency in various communicative domains based on the module they choose A crucial element of language proficiency is the understanding of different language forms, encompassing everyday, academic, and professional genres This includes knowledge of text organization, discourse semantics, and the intricacies of language at the levels of clauses, words, and expressions, such as phonemes and graphemes (Chappell & Moore, 2012).
Effective test-taking strategies are essential for self-management during exams, including maintaining calmness and managing time efficiently Additionally, employing techniques such as scanning for key terms in reading prompts can enhance responses to test items Lack of preparation in these areas can hinder test-takers from reaching their full potential, possibly leading to the need for retesting When unprepared in both self-management and response strategies, individuals risk repeated attempts without significant score improvements, which can obstruct their desired life pathways Furthermore, consistently failing to achieve target scores may lead to increased anxiety and negative emotions, adversely affecting future test performance.
Test preparation activities
A study by Mickan and Motteram (2006) utilized face-to-face surveys to gather biographical information and test preparation practices from a small group of IELTS candidates, followed by a semi-longitudinal case study of 10 participants over several weeks The findings indicated that test-takers engaged in diverse preparation activities, including enrolling in language and test-preparation courses, self-directed learning, and seeking advice from successful candidates Notably, 80% of participants did not attend English lessons for test preparation, suggesting they believed they could enhance their language skills outside traditional classroom settings Self-directed activities included practicing with sample tests, reading newspapers, using IELTS preparation websites, hiring private tutors, and consuming media like radio and television.
A recent study (O’Sullivan, Dunn & Berry, 2019) involved an international survey on test preparation preferences and found a similar range of activities to Mickan and Motteram
(2006), noting that preferences and activities did not differ substantially in the different regions under investigation (the Middle East, East and Southeast Asia, and Central and
This study, in conjunction with the research by Mickan and Motteram, offers essential baseline data on test preparation practices It further expands on their findings by conducting a comprehensive analysis of the attitudes, beliefs, and practices related to IELTS Test preparation.
Test-taking strategies
Research indicates that individuals who cultivate effective test-taking strategies, through formal courses or alternative methods, tend to perform better than those lacking such strategies (Amer, 1993; Cohen, 2013).
Winke and Lim (2014) speculate that extensive preparation may not have a significant impact on test scores, noting that this area needs further research
Additionally, there is still room for research to determine the extent of the impact on test performance (Alderson & Hamp-Lyons, 1996; Cohen, 2007).
Effective test-management strategies enhance self-regulation during assessments and enable test-takers to respond meaningfully to questions (Cohen, 2014) Techniques such as concentrating on the specific test and organizing thoughts through outlining before writing can significantly improve performance (Winke & Lim, 2014; Cohen, 2014) Test-takers who lack these strategies are at a disadvantage compared to those who have cultivated the necessary skills for successful test management (Rogers and Yang, 1996; Yang, 2000; Winke & Lim, 2014).
Test-wiseness is the ability to effectively utilize test-taking strategies that align with the specific format of the test, such as leveraging grammatical clues in multiple-choice questions to select the correct answer However, these strategies are considered undesirable because they do not reflect the actual linguistic knowledge or skills being assessed, leading to construct-irrelevancy (Cohen, 2014).
Many test-takers underestimate the benefits of minimal test preparation for improving their IELTS scores An ongoing survey from Macquarie University’s IELTS Test Centre reveals that some candidates do not engage in any preparation, which may include individuals who struggle to improve their scores over time or those unfamiliar with the IELTS format There is a lack of research into why some test-takers forgo preparation; it could be that they feel their daily language experiences are sufficient or that their routines provide them with adequate information about the test and ways to enhance their proficiency.
Test Findings from the current study help fill this gap in our knowledge of test-taker’s attitudes toward test preparation.
Test preparation in, and out of, class
The evidence for the influence of test preparation courses on test scores is conflicting
While some studies conclude that preparation courses focusing on test-taking strategies can be beneficial (e.g Brown, 1998), others suggest little or no benefit (Celestine &
Ming, 1999) Similarly, some studies indicate that a general English intensive course or an academic English intensive course of the type found in many ELICOS (English
Language Intensive Courses) college curricula around Australia and popular with international students on pathways to vocational and higher education (Chappell,
While some studies suggest that formal test preparation courses can be beneficial (Bodis & Jackson, 2015; Elder & O’Loughlin, 2003), others indicate no significant advantages (Nguyen, 2008) Test-takers, especially those already in the workforce, often face barriers such as limited time, lack of motivation, insufficient awareness, and financial constraints that prevent them from participating in these formal courses Although various self-directed preparation options exist outside traditional classroom settings, there is a notable lack of data regarding how many test-takers utilize these alternative methods for test preparation.
Various daily situations present opportunities for test-takers to enhance their English language skills and understanding of the IELTS Test Recent studies conducted in Australia highlight the importance of these real-life contexts in improving proficiency.
Research by Yates (2018) and Benson, Chappell & Yates (2018) emphasizes that various environmental factors significantly affect international language students' ability to learn and use English effectively Elements such as living conditions, workplace relationships, social networks, and leisure activities play a crucial role in shaping the quality of their English interactions, which in turn influences their language proficiency While some students benefit from extensive opportunities to engage in meaningful conversations, others face limitations, often reduced to basic interactions in service jobs Similar variations are observed in studies concerning migrants' opportunities to develop their English skills (Yates et al., 2015).
Yates, 2011) These environmental factors are also likely to impact the English language development of IELTS test-takers.
To understand how candidates utilize everyday opportunities to practice for language proficiency tests, an environmental approach is beneficial This perspective emphasizes that learning occurs through the interaction between learners and the human and material resources available in their surroundings.
Learners possess distinct histories of language acquisition and interaction with their surroundings, which are viewed as 'affordances' for learning (Gibson, 1979) Consequently, IELTS Test preparation is influenced by the resources available to test-takers, including online materials, and is further shaped by their attitudes, beliefs, and previous experiences with language learning and testing, as well as their daily life circumstances.
A significant implication of Winke and Lim’s (2014) investigation is that test companies should be acutely aware of the preparation practices undertaken by their clients:
[W]e believe it is not clear if the testing companies monitor levels of practice
Testing companies do not seem to evaluate how various types of practice, whether through free resources or purchased materials and courses, affect test scores.
Research indicates a significant need to explore the preparation practices of IELTS test-takers, along with their knowledge, attitudes, opinions, and beliefs related to the Test and its preparation methods.
Terminology
• Test preparation practices refer to the entire set of activities involved in preparing for the IELTS Test.
Test preparation activities involve the efforts made by test-takers prior to an exam to enhance their language skills and practice essential test-taking strategies These activities are crucial for improving overall proficiency and ensuring effective performance during the test.
Test-taking strategies are essential plans designed to enhance test performance while maintaining the relevance of the assessment These strategies encompass effective self-management techniques, such as staying calm and managing time efficiently, alongside methods that promote thoughtful engagement with test items, like identifying key terms in a text that align with the prompts in reading tasks.
Research questions
The overall research question is framed as:
What is the nature of candidates’ knowledge of, attitudes towards and preparation for the IELTS Test?
Specific research questions (numbered) and sub-questions used for data collection
Research design and method
Stage 1: Questionnaires
An online questionnaire and structured face-to-face interviews were utilized to systematically gather data from a substantial number of respondents The online questionnaire, detailed in Appendix A, was crafted using questions adapted from prior studies (Mickan & Motteram, 2006; Wall &).
Horák, 2006; Elder & O’Loughlin, 2003) It was trialled in face-to-face mode (as face-to- face structured interviews) to optimise the wording of the questionnaire at Macquarie
University’s North Ryde IELTS Test Centre on 10/2/18 and 3/3/18 Seventy-nine structured interviews using the questionnaire were administered on these two dates
Candidates exhibit varied knowledge and attitudes regarding their preparation for the IELTS Test Many express a range of feelings towards the IELTS Test itself, reflecting both anxiety and motivation In terms of preparation, candidates generally recognize the importance of thorough study and practice but may lack specific strategies or resources Their understanding of test preparation often includes familiarization with the test format and types of questions, while their actual preparation activities can vary significantly, ranging from self-study to enrolling in formal courses.
This article explores the nature of candidates' understanding of test-taking strategies and their preparation methods It examines the specific strategies candidates are familiar with and how they effectively prepare to implement these techniques during assessments.
Candidates engage in various daily activities to enhance their English skills, such as reading books, watching English films, and practicing conversation with native speakers These activities not only increase their vocabulary and comprehension but also boost their confidence in using the language Many candidates believe that immersing themselves in English through these practices significantly contributes to their preparation for the IELTS Test, as they become more familiar with the language's nuances and improve their overall communication abilities.
IELTS Test? c How do candidates think their daily English use supports or hinders their success with the IELTS Test?
At the start and conclusion of the morning written test, participants were informed about the availability of a team of interviewers throughout the day for the afternoon speaking tests A group of six researchers carried out face-to-face structured interviews daily, with minor modifications made to the questions and the questionnaire's structure before transitioning it to an online platform.
Recruitment for the online questionnaire was made with the assistance of the IDP/
IELTS team in Melbourne and Canberra IELTS Australia identified in its database of test-takers all people Australia-wide who had taken an IELTS Test between 01/01/15 and
On March 31, 2018, a total of 11,600 individuals across Australia who had scheduled an IELTS Test after March 27, 2018, received invitations to participate in an online questionnaire This outreach resulted in 679 responses from test-takers.
27/3/18 and 9/5/18 Together with the face-to-face structured interviews, this gave a total of 758 questionnaire respondents.
The questionnaire primarily generated quantitative data, which were descriptively analyzed using Qualtrics, an online tool for designing, testing, administering, and reporting surveys The quantitative results were summarized for reporting, while qualitative responses to open-ended questions were analyzed thematically using NVivo software After comparing the data from both online and face-to-face questionnaire modes, it was found that the responses from both groups were largely similar and were subsequently combined for analysis.
Stage 2: Interviews
Initially, we aimed to recruit a diverse group of test-takers (N0) for interviews using criterion sampling based on their questionnaire responses However, this approach encountered challenges and was ultimately replaced with a strategy of sending bulk emails over two months, resulting in positive responses from 27 participants.
Interviews were aimed at understanding more about the participants’ attitudes towards
The study explored participants' beliefs about IELTS test preparation and their actual preparation practices It aimed to understand how they interacted with language-learning opportunities in their daily lives and prepared for the test The interview protocol was structured around the questionnaire items, and interviews were primarily conducted via audio-visual communication technology, with some taking place in person, between early July and mid-October.
(reflecting the length of time to recruit enough participants) Interviews were audio- recorded and transcribed by a third party, and then checked by the research team.
Transcripts and audio files were loaded into NVivo qualitative data analysis software
Each interviewee was assigned a unique case code, which was then analyzed by establishing parent nodes corresponding to the three research questions Sub nodes were developed for the data collection questions, followed by additional sub nodes reflecting emerging themes Key comments and keywords were documented for each case and subsequently coded To ensure consistency in theme identification, two researchers reviewed the coding process.
Ethical considerations
Approval to conduct the study was granted by the Macquarie University Human
Research Ethics Committee (HREC, Human Sciences & Humanities), reference number
This section presents data collected from both online and in-person questionnaires, as well as interviews The total sample size for each question varies based on whether respondents were intentionally excluded or opted not to answer.
General data from questionnaire respondents
Demographics
A total of 679 respondents attempted the questionnaire Half (50%) of respondents identified as female, 48% male, 0.3% transgender and 1.7% unstated A vast majority
(86%) of respondents were 40 years or younger in age (Table 1).
Table 1: Age ranges of questionnaire respondents
Country of origin
Questionnaire participants stated 80 different countries of origin (Table 2).
Table 2: Questionnaire respondents’ countries of origins
Other countries of residence
Fifty-eight percent of respondents stated that they had resided in countries other than their country of origin and Australia (Table 3).
Table 3: Questionnaire respondents’ countries of residence other than country of birth and Australia
Education and English language learning
Overall, the respondents were well educated, with over two-thirds holding a bachelor’s or master’s degree
• Less than high school degree: 1.1%
• High school graduate (high school diploma or equivalent including GED): 12.3%
• Some college but no degree: 5.9%
• Associate degree in college (2-year): 6.8%
• Bachelor's degree in college (4-year): 39.7%
A significant majority of respondents, 53%, reported studying English for eight years or longer, with nearly as many, 51%, having learned the language during their primary or high school education Additionally, 26% pursued English studies at the college or university level, while 10% engaged in private lessons.
The types of English language courses reported were:
• English for Direct Entry to university or college: 7.4%
• Other (Cambridge English certificate courses
(CAE, FCE), ISL, Self-study, Academic writing via MOOC, YouTube videos): 2.0%
IELTS Test-taking experience
A significant 54% of respondents expressed their intention to take the IELTS Test after completing the questionnaire, with 53% planning to take the Academic Test and 47% opting for the General Training Test.
A vast majority of respondents (81%) had taken the Test at least twice; 28.4% had taken the Test five times or more, as shown on the list below
Reasons for taking the IELTS Test
More than 50% of participants cited immigration or permanent residency as their motivation for needing specific band scores Additionally, 25% sought these scores to enroll in educational programs, while 15.8% required them for professional qualification or registration.
• To qualify for a visa for immigration to Australia: 30.2%
• To qualify for a visa for immigration to another country: 3.5%
• To qualify for permanent residency in Australia: 20.1%
• To gain a professional qualification/registration: 15.8%
• To enter a course of study: 24.7%
Test preparation: knowledge, attitudes and practices
Attitudes toward IELTS Test
Research question 1a: What are candidates’ attitudes towards the IELTS Test?
As might be expected, attitudes to the Test among participants varied Almost half
(13/27) of the interviewees made positive comments about the Test, and nearly all
(22/27) made negative comments Many of the positive comments focused on its face validity as a test of skills in English, for example:
The IELTS Test in general, I think it's generally a great way to test people's academic responses to the English language in general (Ian 1 )
I think it's a very good test It's testing your different ability regarding to reading and listening, writing and speaking (Sam)
Others commented on its role in providing a benchmark in English language skill
So I think to me personally IELTS is about – is like a certification where you know how well you can speak a particular language or how well you understand English, so this is an ability to improve your English so you can see yourself where you stand (Dean)
Preparing for the IELTS exam requires a balanced approach, as it presents a moderate level of difficulty Success in the test relies on your proficiency in various English skills If you possess strong foundational English abilities, you are well-equipped to tackle the IELTS effectively.
Doubts were raised regarding the effectiveness of the Test in assessing English language proficiency for everyday use, as highlighted in both questionnaire responses and interviews While Ian, a university student, believed that the IELTS effectively evaluated academic English similar to what he encountered in school and university, others were skeptical about its relevance to their practical language needs Dean, for instance, questioned why individuals who spoke like native speakers were not achieving top scores.
It doesn’t really show that the participants can’t communicate with other people fluently in daily basic (Q 2 )
Yes, [preparation for the test is important] but it doesn’t show your true English ability
A major cause of concern was the inconsistency of scores obtained over repeated tests
Fifteen interviewees expressed dissatisfaction with the inconsistency of their scores across multiple test sittings, especially when they achieved their target score in one skill but not in others They struggled to comprehend the reasons behind these score variations, often attributing them to inconsistencies in the test itself, the examiners, or the overall testing process.
Some major institutions that utilize test scores for admissions require all band scores to be achieved in a single sitting, which has drawn criticism from participants They argue that this policy is unfair, suggesting that candidates should be considered as meeting the requirements if they achieve the necessary band score in each skill across multiple tests.
The need to repeatedly take the test angered or demotivated several of the interviewees, leading some to switch to competitors they saw as providing an easier test
I’ve been getting 7 sometimes in writing and then getting 5.5 in writing, 8.5 in speaking and getting 6 in speaking, it’s like what the hell is going on? (Hannah)
This is worst system of assessing one’s skill and knowledge It is all about ripping off the test-takers systematically The method is not fair at all (Q)
1 Pseudonyms are used for all participants A name appearing at the end of a quotation refers to an interview participant.
2 Q identifies a reference to an open- ended response to a questionnaire prompt.
Interviewees expressed concerns about various aspects of the testing process, including the necessity of attending large test centers and the artificial time constraints imposed They highlighted frustrations over the lack of feedback, inconsistencies between teachers' advice and actual scores, and the selection of test topics Specific issues were raised regarding the speaking component, where subjectivity and variability among examiners were noted, while the listening component was criticized for prioritizing concentration over genuine listening skills However, the writing component drew the most negative feedback from 19 out of 27 interviewees, who found the format outdated, particularly the requirement for letter-writing Many serial test-takers expressed confusion about their mistakes and struggled to understand the grading criteria, as summarized by one interviewee, Hari.
Writing is inherently challenging, and it's essential to shift the criteria used for evaluating it The focus should be on measuring genuine expression rather than adhering to rigid standards or specific word usage Emphasizing authenticity in writing will lead to a more accurate assessment of a writer's skills and intentions.
Attitudes toward and knowledge about IELTS Test preparation
Research questions 1b and 1c: What are candidates’ attitudes toward IELTS Test preparation? What do candidates know about test preparation?
A significant 95.7% of questionnaire respondents and 23 out of 27 interviewees believe that test preparation and familiarity with the test format are essential for success The minority who disagreed cited the view that the test primarily measures English proficiency, suggesting that they feel preparation is less critical.
Proficiency in English eliminates the need for extensive preparation, as rote memorization does not lead to true mastery of the language.
One interviewee felt that preparation was less important for the General Training
Test, and a native-speaker felt it was not important at his level of proficiency Others suggested that external variables, such as being nervous, actually have a bigger impact on results:
Nervousness can undermine your preparation, making practice feel ineffective While some individuals find that practicing helps them, the impact of anxiety can overshadow their efforts In my experience with the test, I reached question (Q).
There are lots of variables that could influence your performance on the test
Some people take lessons, courses and even private classes but on the test they don’t get good results (Q)
Seven interviewees reported that preparation was important, but it had not helped them achieve their desired band scores
In general, however, there was a strong feeling that preparation of some kind was useful
(23/27 interviewees acknowledged this) As Mary commented:
I mean the test is not like the way – like it’s not like day-to-day speaking or anything
Victor’s and Tom’s experiences illustrated a need for even quite advanced learners of English to prepare:
Because I had been a teacher of English for quite some time I did not actually prepare for it I was confident that well I’ve been teaching English, I should know but to my surprise I got a low score
To succeed in your exams, it's crucial to have a thorough understanding of the material; otherwise, you will likely face challenges Preparation is key, as simply showing up without adequate study will not lead to positive results.
Seven out of twenty-seven interviewees expressed the importance of preparing for the IELTS Test, yet many experienced frustration in not achieving their target band scores despite extensive preparation For instance, Alexis invested nearly a thousand dollars in private writing tuition but still did not reach her desired band score Although she received feedback on her practice tests and understood the significance of text organization, her lack of success left her confused about effective preparation methods and fostered negative feelings toward the IELTS, particularly concerning the feedback received.
One of the most frustrating aspects of the IELTS exam is the inability to review your writing at the test center Test-takers, like Alexis, are left in the dark about their mistakes, which can lead to confusion over why they received a score of 6 instead of a 7 This lack of feedback prevents candidates from understanding their errors and improving their writing skills effectively.
Despite receiving private tutoring and feedback on her improved grammar and vocabulary, Cathy struggled to achieve a band score higher than 5, prompting her to explore alternative routes to her desired PhD program beyond English language proficiency She expressed doubt about the effectiveness of test-taking strategies for everyone, noting that her attempts to skim reading texts for relevant words did not enhance her performance on the Reading Test.
Test preparation activities
Research question 1d: What do candidates do to prepare for the test?
To effectively prepare for the IELTS Test, individuals should engage in various common preparation activities, with a strong emphasis on practicing with sample tests, which emerged as the most popular choice among respondents.
Table 4: Test preparation activities favoured by questionnaire respondents
Practise taking the Test with sample tests 23.8% 418
Read books or articles in English 16.9% 297
Watch videos online of teachers' tips 15.3% 268
Speak to fluent English speakers 15.1% 265
Two additional categories of activities emerged from the 'Other' responses in the questionnaire:
• Searching for, and practising, different writing and speaking topics
• Understanding the test structure of the test, types of questions and the timing
• Professional IELTS teachers (to assess level and identify mistakes)
• Tips from friends/family who have taken the Test
• Checking practice writing with peers
• Speaking with peers at same level of speaking skill
Interviewees highlighted a range of preparation activities for the Test, from general knowledge to specific requirements, emphasizing the development of language proficiency Key aspects included time management, managing nerves, and planning for meals and breaks, with the importance of good sleep and nutrition also noted Participants consistently commented on the test format, including the order of sub-tests and the types of texts and questions in the reading and listening components, which are perceived as the most challenging Familiarity with various accents and the ability to listen for specific information while taking notes were deemed crucial for the listening section, while understanding the scoring system, task types, and writing concise essays were identified as essential for the writing component.
Some commented that exam skills and time management were crucial:
That's [time management and exam skills] the most important part rather than the knowledge of English itself (Ian)
So I mean that the test type is really very exam oriented, very question type oriented so is much better for the students if they are practice the question type a lot before taking the real exam, rather than just studying general English or just studying general communication costs (Tanh)
Practice was seen as key to handling the pressures of the test situation by both questionnaire respondents (23.8%) and interviewees (24/27), although the ways in which they did this varied.
Practicing with a mock test is essential for success, as it allows you to experience the full test format and understand the process.
Effective communication goes beyond just mastering English; it also involves how you present your ideas Listening and reading skills improve through practice, especially with different types of questions and expectations In contrast, speaking and writing require not only proficiency in English but also clarity and coherence in conveying your thoughts.
Knowledge of test-taking strategies
Research question 2a: What test-taking strategies do candidates know?
Questionnaire respondents were provided the following closed question with prompt:
Test strategies are ways of answering questions and being successful in a test
Do you know any test strategies?
A recent questionnaire revealed that 49% of respondents were unaware of test-taking strategies Among those familiar with these strategies, 56% had prepared and practiced for their previous test, while 78% expressed intent to do so for their next assessment Conversely, 22% indicated they would not prepare or practice these strategies for their upcoming test.
Many individuals refrain from preparing and practicing for assessments due to various reasons, such as feeling that preparation is unnecessary or lacking knowledge on how to prepare effectively Some express a desire for genuine assessment rather than merely pretending to speak English Additionally, there is a belief among some that their current competency level does not warrant the use of test-taking strategies Lastly, time constraints prevent many from dedicating effort to preparation.
Participants with knowledge of test-taking strategies were asked an open-ended question about the strategies they are familiar with The responses from 20 out of 27 interviewees, who discussed various strategies when prompted, have been organized in Table 5.
General Strategies •Be familiar with the format of the test.
• Plan before starting to write.
• Use appropriate sentence-level grammar.
• Manage time carefully for each section.
• Support your arguments with examples.
• Use knowledge of paragraph structure.
• Read all questions before reading the texts.
• Know how to answer different question types.
• Scan for highlighted key words.
• Match sections of the text with the test questions.
• Manage stress by acknowledging that the whole text does not need to be understood.
• Identify synonyms that match meaning between the question and the text
• Use first two sentences of a paragraph to identify its main idea.
• Read questions first and predict answers.
• Skip questions you cannot answer.
• Use gaps between texts to read ahead for key words.
• Focus on listening for the answer to the questions.
• Spell accurately, and check spelling afterwards.
• Know that the listening text becomes more complex toward the end.
• Focus and maintain concentration on the text.
• Manage your affective state: relax/be natural/be calm/be confident.
• Make eye contact with the examiner.
• Speak clearly/avoid pronunciation errors.
• Use fillers (e.g “that’s an interesting question”) to avoid pausing.
• Remain focused on displaying your speaking skills and language knowledge.
• Use past, present and future tenses, and active and passive voice (in parts 2 and 3).
While the tips provided in various sources align with those found in the official IELTS Australia test tip videos, not all suggestions are beneficial A notable contradiction arises in the strategy for Listening Tasks, where the advice to 'skip questions you cannot answer' conflicts with the official guidance to 'not leave any blanks on your answer sheet and to guess if necessary.'
To enhance your listening skills, consider implementing these five essential tips Firstly, prioritize completing task two before tackling other sections Secondly, utilize a mix of past, present, and future tenses, as well as both active and passive voice, particularly in parts two and three Lastly, don't hesitate to make educated guesses on any unknown answers to improve overall performance.
Notably these are the only mention in this study of knowledge of and/or use of test- wiseness strategies.
However, while participants were able to articulate a wide range of test-taking strategies, they did not always provide details on how they used them when preparing for the test
Several interviewees (7/27) displayed an apparent lack of knowledge about test-taking strategies For example, Dean did not appear aware of any strategies apart from writing:
In preparing for language tests, individuals often rely on brainstorming techniques, as Fred noted, yet many struggle with effective strategies for reading, speaking, and listening Fred attributed his unsatisfactory band scores to a lack of proper training and an understanding of the testing system Similarly, Jami expressed disappointment in her Speaking Test results, highlighting her confusion about the assessment criteria Quoc believed that native English speakers could forgo preparation, contrasting with the needs of international students Tom emphasized that consistent practice is key for improving writing skills, while Truc admitted her uncertainty regarding effective strategies.
Yeah, no, I just do the test right from the beginning to the end For the writing part
I did spend more time in task 2 so my strategy Yeah but other than that I don’t really have any strategy for reading, speaking or reading or listening (Truc)
Preparation of test-taking strategies for the sub tests
Research question 2b: How do candidates prepare to use test-taking strategies?
Interviewees were asked to answer the following prompt:
Tell me about what you do to prepare yourself to take the IELTS Test
Participants shared a variety of test-taking strategies during interviews, but there was a noticeable lack of specific examples regarding their preparation for these strategies While they discussed general test-preparation activities related to different sections of the test, they often failed to detail the specific strategies they practiced Additionally, although they emphasized the significance of test-taking strategies and their application during the test, they did not clearly articulate how they practiced these strategies in preparation.
Then there were those who simply did not know any strategies In her first test, Alexis
Despite initially believing she could succeed without preparation, she soon recognized the importance of studying for future tests after reviewing her results Her interview revealed a lack of in-depth understanding of effective test-taking strategies, highlighting the need for better preparation.
Anna and Hari approached their preparation with careful strategies, while Gabby relied on her confidence in her proficiency level, ultimately achieving her desired band scores without any specific preparation.
One interviewee, Marianne, simply did not have time to prepare any strategies, and one,
Truc, simply did not know any strategies to prepare.
In general, the following were the main types of test preparation activities that the interviewees stated they used to practise test-taking strategies:
• practising strategies while using practice tests
• researching the test and planning strategies for each section
• practising time management while using practice tests
• practice using language forms important for the speaking and writing tests.
Ahmed utilized practice listening tests from YouTube to develop a strategy for predicting key words in questions during audio texts, inspired by insights from previous test-takers Meanwhile, Tanh addressed her challenges with multiple-choice listening questions by creating her own tasks, concentrating on understanding the gist and main ideas.
Usually I listen to the tape recorder and I don't see the questions, I just listen and then I try to summarise the ideas, what they have talk about so far in the tape recorder, what they are trying to mean, what they are trying to discuss, so that's the way I practice for the multiple choice questions because I believe that if I understand the gist, if I understand the main ideas of the speaker I will answer the multiple choice questions well (Tanh)
Tom emphasized the importance of researching the test format and content, suggesting that effective test preparation involves analyzing each section and developing tailored strategies for success.
Research indicates that listening texts tend to increase in complexity towards the conclusion As a result, a strategic approach to test management was developed, emphasizing heightened attention during the latter parts of listening tasks.
When writing, it's crucial to maintain a connection with the audio you're listening to, as losing that focus can lead to missing important information Often, writers may become so engrossed in their writing that they inadvertently disconnect from the audio, resulting in a loss of context and key points This highlights the importance of staying attentive to both the writing process and the content being listened to.
Time management emerged as a key theme among interviewees, with many adopting systematic strategies to enhance their efficiency Tom reflected on his experience, stating, "Reading is basically – it’s all about efficiency and it’s all about time management." He emphasized that without a 60-minute time constraint, anyone could easily answer all questions correctly Consequently, he recognized the necessity of test-taking strategies to navigate time limitations effectively Tom concluded by outlining the main strategy he aimed to practice and refine before his next test.
To enhance my essay writing process, I took a systematic approach by breaking down the storyline into six to seven paragraphs Next to each paragraph, I wrote key notes, which proved to be invaluable As I read through the material, I focused on these notes, allowing me to quickly identify the relevant paragraphs for specific questions This method not only streamlined my study but also enabled me to complete my test efficiently.
60 minutes, I was able to finish in 50 minutes and I did have plenty of time to go over that whole thing and revise my whole entire answer sheet (Tom)
Driven by time constraints, Tanh recognized the necessity of finishing the three tasks in the Reading Test efficiently She aimed to allow sufficient time for reading, understanding, and answering questions, as well as reviewing her responses To achieve this, she engaged in multiple practice sessions, progressively tightening her time limits to enhance her performance.
The following day, I aim to complete the test in 55 minutes, allowing an additional five minutes to transfer my answers to the answer sheet I have a sample of the answer sheet to guide me in this process, and I will assess how much time I actually need for transferring my responses My goal is to efficiently finish the test within this timeframe.
I plan to complete my task in 50 minutes to allow time for reviewing my answers This approach ensures I can check my work thoroughly before finalizing it.
Edna adopted a similar preparation regime to Tanh for developing a time management strategy for the Reading Test She repeatedly practiced reading tests, giving herself
By allocating 45 minutes to complete all tasks and reserving 15 minutes for review, she found ample time to reflect on her work This approach not only allowed her to assess her performance but also led to a significant improvement in her reading skills.
Amanda emphasized the importance of developing strategies to tackle various reading task prompts, noting that familiarity with specific question types is crucial Recognizing that true/false questions posed challenges, she adopted a strategy of skipping difficult questions and revisiting them after addressing the easier ones Additionally, she combined this approach with educated guessing, understanding that while incorrect answers do not penalize her, correct ones earn points.
How candidates develop their overall language proficiency, and how they feel
Daily English use and proficiency development
Research question 3a: What activities do they do in daily life to improve their English?
In the questionnaire, respondents were asked: What other activities do you do in your daily life that help you to prepare for the test? A range of activities was selected
Table 6: Other activities helpful for preparing for IELTS Test
Listen to English-language radio 11.5% 233
Use English in my course of study 9.8% 199
The theme “Immersion in English language” emerged from the open-ended “other” category:
• I use English everyday just like i did before coming here.
• All of the above? My life is very much in English these days, although I didn't seek out any of the above specifically for the test That's just my normal.
• I live in Australia My life is in English.
• Been speaking English for 40 years of my life.
• English is my first language My workplace helps me All English speaking.
• I only talk to people and my friends in Australia while because all of them is totally English.
This “immersion” theme also emerged from interviews When asked the question
In a recent study, nine out of 27 interviewees revealed that they enhance their English skills through daily activities without actively seeking opportunities Their responses highlighted the importance of being immersed in an environment that naturally fosters language development, emphasizing the concept of "immersion" as a key factor in improving English proficiency.
Constantly communicating with Aussies, the people who have that Aussie accent and
Aussie – the pure Australians Constant communication with them actually helped me a lot to improve my speaking (Hannah)
Living in an English-speaking country significantly enhances language skills, as it provides constant opportunities to use English in various contexts For instance, I communicate in English at work and engage in conversations with my boyfriend, friends, and housemates, which reinforces my proficiency.
Well I live in Australia so I study full-time as a medical student so I have to read a lot,
I have to speak to a lot of people so that’s how I improve my English, talking to friends, talking to professor, reading books, listening to lectures, yeah, that’s how
I have gained diverse experience across various fields, starting in hospitality and transitioning to a professional role Each day, I dedicate at least five hours to engaging with clients, colleagues, and others, which includes handling numerous phone calls as a legal advisor This role requires me to listen carefully to complaints and provide legal counsel I believe that this hands-on interaction is crucial for skill development, as it offers practical learning opportunities beyond simply listening to recordings at home.
Engaging with local residents is a great way to immerse yourself in the culture Striking up a quick conversation with fellow passengers on the tram or while waiting for a train can enhance your experience, especially if you communicate in English.
I think you can look at advertisements so you can look at the English, how they are using English for advertisements So I mean the authentic materials everywhere in
Australia So you can learn English everywhere Yeah, I think so (Tanh)
I talk to native speakers, I speak English a lot and I work and study in a – English- speaking environment that help me with listening and speaking (Quoc)
In my daily work, effective communication is essential as I interact with people frequently Engaging with native speakers enhances my vocabulary, making it a valuable aspect of my professional development.
Definitely I'm improving my writing skills and listening sometimes because all the time other people are talking and talking (Dean)
Other interview responses to the question: What activities do you do in your daily life that help you improve your English? were:
• read news, current affairs, magazines, etc.
• watch movies, listen to TV, radio, podcasts, gaming
• speak English away from home
• read and/or write in English at work and/or university
Daily English use and the IELTS Test
Research question 3b: In what ways do they think these activities [in section 4.3.1] helped with the IELTS Test?
Out of 27 interviewees, five found reading news media beneficial, highlighting its positive impact on vocabulary, grammar, and reading speed, as these elements are commonly present in the Reading Test.
Reading newspapers can be beneficial for IELTS preparation, as many articles are comparable in difficulty to IELTS reading materials Engaging with these texts not only familiarizes readers with challenging vocabulary but also enhances reading speed Improving reading speed is crucial for the IELTS exam, where candidates must complete three passages and answer questions within a strict 60-minute time limit Therefore, consistent reading practice is essential for success in the IELTS reading section.
So reading the newspaper helped me (Amanda)
It [reading magazines] improve my vocabulary, that’s one It improve my grammar
When you read it’s automatic – you automatically pick up the word, the grammar
Using audio-visual media to develop language proficiency was also perceived to be an effective way to prepare for the test, and over a quarter of questionnaire responses
(25.8%) included watching videos and listening to radio as effective ways to prepare for the test Radio and talk shows could help familiarise with IELTS-style topics (Amanda,
Marianne), vocabulary (Ian) and develop overall language proficiency, speaking and writing performance (Hannah).
Listening plays a crucial role in shaping our thoughts and communication skills, significantly impacting both writing and reading My experience conversing with English speakers from countries like Australia has notably improved my fluency and confidence This interaction not only enhanced my verbal skills but also adjusted my pitch and volume, reflecting the positive influence of engaging with native speakers.
Use of multimedia activities was also seen as improving listening abilities and grammar
Hari found that engaging with movies, music, and online games not only improved her accent and reading skills but also provided valuable practice in identifying and correcting grammatical errors in sentences made by others.
really helped me with the listening part because when I started gaming I wasn’t really used to different accents, I was only used to the accents that we use in
Gaming in the Philippines requires a high level of attentiveness to your teammates, which significantly enhances your listening skills.
It [gaming] actually also helped me with reading because like not everyone has proper grammar so reading those sentences I can like correct them in my mind and
I think that became like a practice for grammar for me (Hari)
A minority of questionnaire respondents (9.5%) reported speaking English at home, which they found beneficial for enhancing their overall English proficiency This practice was particularly advantageous for the Speaking Test, with interviewees highlighting its impact on fluency, reducing spoken errors, and improving vocabulary and pronunciation.
Engaging in social interactions, especially with my children, significantly enhances my fluency in speaking Living with a host family has provided me with continuous opportunities for improvement, as they correct my major speaking mistakes, fostering my language development.
By talking in English every day, it has improved my vocabulary pronunciation, enunciation and a lot more and so it has improved my speaking skills a lot (Clare)
Speaking in English in other contexts was reported as useful by nearly half of the questionnaire respondents (47.1%), and eight of the 27 interviewees Several (Cathy,
Edna, Hannah and Jonathon) found speaking English at work helped with their speaking and/or listening skills:
Speaking English is crucial for effective communication, and I practice it regularly in my casual job, which significantly enhances my skills Engaging in conversations not only improves my speaking abilities but also boosts my listening comprehension, especially in preparation for the IELTS Test Since moving to Australia and working in cafes, I have noticed considerable improvement in my listening skills over the past two to three years.
Both Tanh and Tom felt that native-speaker interlocutors were the most useful, with Tanh appreciating their ability to supply insight into slang, and Tom stating the importance
"to be very, very calculated in terms of choosing your friends" because their level of education affected the kind of English you could learn from them
To truly immerse yourself in a new culture, it's essential to connect with local residents rather than relying solely on conversations with English speakers from diverse backgrounds Engaging with locals will significantly enhance your learning experience and provide valuable insights that you won't gain otherwise.
Several interviewees (7/27) saw reading and/or writing at work or university as important for improving their English For example, Alexis valued colleagues’ feedback on her
“grammar and sentence structure”, although she acknowledged that this was limited and may not be relevant for the Writing Test text types.
And yeah for the writing same thing, at [swimming] school I have always someone who reviews my writing, my reports, my planning, so I always have feedback and
I recognize my mistakes and understand the need to correct them, which is beneficial for my improvement However, my focus is not on writing essays or graphs, but rather on crafting clear descriptions.
She also found the need to read extensively at work to be beneficial.
Reading is an essential part of my job, as I frequently review articles, staff information, news, and updates on laws and requirements related to after-school care This extensive reading has contributed to my strong reading skills, which I have developed over time due to the demands of my work.
Reading academic articles as part of university study helped Sam with both the content and the structure of texts, which was useful for the IELTS writing tasks.
During the test, I feel confident when I recognize the topic because I've thoroughly prepared and studied it beforehand This preparation allows me to quickly recall my memories and efficiently organize my thoughts without wasting time Knowing how to structure my article and which examples to include helps me save valuable time, especially since I only have one hour to complete the task.
Constraints on daily English use
Research question 3c: How do candidates think their daily English use supports or hinders their success with the IELTS Test?
Not everyone had the opportunity to use English in her or his daily life Table 7 shows questionnaire responses to the question: Is there anything about your daily life in
Australia that stops you from improving your English?
Table 7: Daily language environments: constraints on improving English proficiency
The English I use every day is basic 38.3% 202
I have no one to practice English with at home 24.4% 129
I am too busy to have time to practice my English 16.7% 88
I have no chance to use English at work 5.3% 28
According to Table 7, over one-third (38.3%) of respondents reported using only basic English in their daily lives Additionally, 16.7% indicated they were too busy to practice English, while 5.3% had no opportunity to use English at work.
Interviewees’ responses largely reflected these questionnaire findings Almost half
(13/27) felt they had limited opportunities to use English Dean, for example, spoke
While working in an office, a Punjabi individual found that his daily routine enhanced his writing and listening abilities However, he noticed that the limited opportunities for speaking practice during lunch only allowed for basic conversations.
Engaging in casual conversations during lunch breaks is a common practice, allowing individuals to discuss everyday topics and check in on each other's well-being However, these interactions may not provide opportunities to practice speaking skills or delve into more meaningful discussions Therefore, while lunch conversations often revolve around normal daily experiences, they may lack the depth needed for language improvement.
Dean summed up the effect his weekday routine had on his performance in the IELTS
So I think my routine is stopping me to get a desired score (Dean)
Alexis and Jonathon reported similar constraints at work, since they worked in an environment where their first language was spoken
Nearly 25% of survey participants indicated that they had no one to converse with in English at home, reflecting a common challenge among interviewees who struggled to find opportunities to practice their English skills with others.
And I wish I could have more chance to talk to the local people, now more people, talk to them and listen to them and expose to the language environment, yeah I think it'll be very useful for me to understand different accent I am very happy to come and to live in Australia because here I can listen to different accents (Tanh)
If I socialise with people more often I can improve better, yeah (Quoc)
Many individuals face challenges in finding opportunities to practice English due to a lack of confidence For instance, Anna felt "nervous and shy" upon arriving in Australia, which hindered her willingness to engage with the community Similarly, Hari preferred to avoid "one-on-one" conversations, reflecting a common struggle with anxiety This apprehension can lead to social isolation, as seen in Fiona's experience of withdrawing at home.
Fiona shares her experience of watching cartoons and movies from 9 to 5, revealing that her fear of speaking with others stemmed from a lack of confidence in her language skills.
Perceptions of discrimination exacerbated these tendencies for Jami:
I know that it’s confidential but I am Asian so sometimes there’s discrimination so – and I have accent So whenever I speak with accent and I feel a bit shy so – and
Jami expresses her difficulty in speaking due to feelings of embarrassment and shyness, particularly in front of others This hesitation is hindering her ability to improve her speaking skills.
Research question 1: Attitudes towards the test and test preparation
In this section we discuss our findings in relation to the three research questions
Candidates’ attitudes towards the test and its preparation significantly influence their understanding of it Their views reveal a diverse range of perceptions regarding the language types and usage domains assessed by the test Many candidates expressed confusion about the specific measurements and assessment methods employed Additionally, negative perceptions arose from the ways in which individuals and institutions utilized the test scores, overshadowing the test's intrinsic value.
Some candidates displayed a sophisticated understanding of the language proficiency domains tested by IELTS, especially those actively studying and recognizing the connection between their academic language and the Test topics Conversely, other candidates perceived less relevance in the Test, expecting it to mirror the informal language they use daily, which led to confusion about the targeted domains and their significance This disconnect was particularly evident in the productive skills, as many candidates who spoke well struggled to achieve their desired band scores, resulting in negative feedback about the Writing section While it is unrealistic to expect all test-takers to fully grasp language proficiency and assessment methods, our findings indicate that misconceptions about language development and proficiency can foster negative attitudes towards the Test.
Negative attitudes towards testing were exacerbated by the requirement to retake exams if target scores were not met While frustration is understandable, it reflects the reality that candidates may not have reached the necessary proficiency level Participants expressed confusion over perceived inconsistencies in scoring, particularly regarding productive skills, as they struggled to comprehend how different band scores could result from the same subtest in repeated sittings This fluctuation in scores was often attributed to examiner bias rather than the natural variations in test performance that can occur due to different contexts, topics, and modes.
Many candidates expressed frustration over the requirement from major institutions that all four band score targets be met in a single test sitting This policy meant that even if candidates achieved the necessary scores across multiple tests, they would not be recognized as meeting the requirements As a result, those struggling to attain the individual subtest scores felt compelled to retake the entire test multiple times to achieve the four required scores in one sitting.
Candidates often attribute their frustrations to the test itself rather than acknowledging that the requirement is set by the score users Consequently, the manner in which receiving institutions utilize the test significantly influences how the test is perceived.
A significant majority of test-takers recognized the importance of preparation, aligning with findings from Amer (1993) and Cohen (2013) They employed various strategies to enhance their time management, understanding of the test structure, and language skills to achieve their goals, with practice tests being particularly beneficial Even those with advanced proficiency acknowledged the value of preparation, although some expressed frustration when their efforts did not lead to the expected outcomes Participants often lacked clarity regarding the requirements of the Writing section, leading to confusion and dissatisfaction with the alignment between tutoring and their actual performance There was a clear demand for more targeted feedback to identify specific areas for improvement when goals were not met.
Research question 2: Candidates' knowledge about test-taking strategies and
test-taking strategies and how they prepare them
Our research revealed that candidates have limited knowledge of test-taking strategies, despite their enthusiasm for preparation Nearly half of the respondents indicated they were unaware of any strategies, even after being provided with a definition This surprising finding highlights a significant gap in awareness that suggests potential test-takers could benefit from better information on effective test-taking techniques.
Some interviewees demonstrated a solid understanding of IELTS preparation strategies, aligning with those listed on the official IELTS website While many articulated sophisticated methods for their preparation, others showed varying levels of familiarity, indicating that knowledge of effective strategies and their application can differ significantly among individuals.
Interviewees highlighted the significant value of practice tests in their preparation strategies, particularly emphasizing the importance of time-management techniques for the reading test However, they provided less feedback on their preparation approaches for the productive skills of speaking and writing.
Participants in the writing test exhibit a lack of confidence, struggling to grasp expectations and to identify effective strategies for skill development in this sub-test.
Research question 3: Candidates' activities in their daily lives to improve their English
daily lives to improve their English and test preparation
Our third research question asked what candidates do in their daily lives to improve their
Understanding how candidates engage with English in their daily lives is crucial for their IELTS Test preparation It’s essential to explore whether their everyday circumstances support or hinder their English learning This inquiry is significant for two primary reasons: it highlights the impact of real-life situations on language acquisition and underscores the importance of tailored strategies for effective IELTS preparation.
Many IELTS candidates lead busy lives, balancing work or study without attending formal English classes, which necessitates self-directed and informal language improvement While some candidates focused on test-taking strategies and utilized resources like the IELTS website and practice tests, they often overlooked valuable tools for enhancing their language proficiency, such as language tips and lists of commonly mispronounced words, including understanding Australian slang.
The question arises whether the everyday use of English by candidates in Australia adequately prepares them for the specific linguistic requirements of the IELTS Test This article explores these concerns from an environmental perspective, highlighting the potential gaps between casual language use and the test's demands.
From an environmental perspective, language skills develop through interaction between learners and the language resources they encounter in their everyday lives
An attentive and active learner benefits more from a rich language environment than a passive one, as highlighted by van Lier (2004) The language learning environment can be viewed in two ways: the resources available in a specific location and those that learners actively access in their daily lives, which are influenced by individual experiences (Kashiwa & Benson, 2018) For IELTS candidates in cities like Sydney, the available English language resources include both online and media options (Toohey et al., 2015) However, each candidate only utilizes a small portion of these resources, influenced by their living and working conditions, social interactions, and leisure activities (Benson, Chappell & Yates, 2018) Additionally, personal factors such as motivation and the ability to identify and utilize language resources play a crucial role in shaping their access to learning opportunities.
In Section 4.3, we explore participants' activities and their perceptions of learning constraints When asked about their daily preparations for the test beyond test-taking strategies, respondents highlighted various activities aimed at enhancing language proficiency across reading, writing, speaking, and listening components The most common activities included informal interactions with family, friends, and colleagues, as well as consuming media and writing in professional settings Some participants also engaged with English through formal study A notable theme emerged around immersion in an English-language environment, reflected in phrases like "my life is very much in English" and "constantly communicating with Aussies."
‘authentic materials everywhere’ However, while immersion may be a reality for some candidates, it may not be so for the majority
Surprisingly, none of the activities listed in Table 6 were chosen by more than 15% of respondents, indicating limited engagement with English in daily life Common activities such as reading books, conversing with friends, and watching videos are typically done in one's first language rather than in English This suggests that, despite residing and studying or working in Australia, many candidates are not immersed in an English-speaking environment, which hinders their language development Consequently, their everyday circumstances do not support effective English-language learning.
It is equally or more striking that nearly 40% of respondents reportedly use only ‘basic
Nearly 25% of individuals in Australia lack someone at home to practice English with, while 17% are too busy to engage with the language significantly These statistics reinforce previous studies indicating that migrants often face limited opportunities to use English in their daily lives.
(Yates et al 2015; Yates, 2011) and international students (Kashiwa & Benson, 2018;
Candidates who regularly use English in their daily lives often wonder if their language practices align with the test's linguistic requirements Research indicates that while there are some connections between everyday activities and test preparation, gaps still exist Interviewees highlighted that reading newspapers and magazine articles proved beneficial, as these texts closely resemble those found in the test Additionally, reading in general was reported to enhance vocabulary and grammar skills, further aiding candidates in their preparation.
Participants reported that engaging with media, regardless of text type differences, was beneficial for their learning However, the impact of speaking and writing skills was less definitive, with only a small percentage of participants finding that speaking English at home contributed positively to their language development.
A significant 9.5% of individuals who spoke English at home found it beneficial, while a larger portion, 47.1%, recognized the value of speaking in various contexts Additionally, those who deemed writing useful primarily highlighted its importance in professional settings or academic courses, particularly when they received constructive feedback.
Candidates often perceive certain activities as beneficial, but these may not align with what truly aids their learning Evidence suggests that formal uses of English, particularly in reading and writing, provide greater assistance compared to informal speech and listening.
The IELTS test does not assess informal English, highlighting the importance of engaging with the specific types of English valued by the exam While Australia provides ample opportunities for developing informal speaking and listening skills, it may offer limited resources for mastering formal spoken and written English, particularly for those not involved in higher education or professional fields requiring advanced writing abilities.
The development of English-language proficiency can be hindered by two key environmental factors Firstly, many candidates face limited access to English language resources, while others may have access to resources that do not align with the language demands of their tests Notably, over a quarter of respondents reported having no one to practice English with at home, and many expressed limited opportunities for using the language in their daily lives Additionally, even those with opportunities to engage in English were often doubtful about their effectiveness, with more than a third indicating that their everyday language use negatively impacted their English-language development.
Many individuals face significant barriers due to both limited opportunities and the poor quality of those available This situation is often worsened by feelings of discrimination and candidates' own shyness or lack of initiative, hindering their ability to seize potential opportunities.
Our research indicates that IELTS test preparation is often complex for many candidates There is a significant disparity in understanding the test's structure and evaluation criteria, with attitudes toward the exam varying from negative to positive Many test-takers face challenges, including the stress of retaking the test multiple times, while half of the respondents lack effective test-taking strategies.
Enhancing communication to all stakeholders
Perceptions of language proficiency tests are influenced by their usage by institutions requiring test scores, which can lead to misinterpretations among test-takers about the test's capabilities This misperception poses a risk to the test's reputation, emphasizing the need for clear communication regarding the nature of language proficiency and testing It is crucial to educate all stakeholders about the quality benchmarks the test provides, as well as to enhance assessment literacy and learner training This can empower candidates to take advantage of available online resources for language improvement.
A clearer separation between the Test and how it is used by different stakeholders
Test-takers must distinguish between the test itself and its application by various institutions that utilize the scores for assessing candidates' suitability for employment or citizenship Often, test-takers incorrectly attribute institutional requirements to the test, particularly those who retake it to meet specific criteria set by the institution rather than IELTS This misunderstanding leads them to focus on perceived weaknesses in the test and the commercial interests of its owners, overlooking other factors that influence their performance.
Not only what the strategies are but how they can be used and learned
Providing clear examples of effective test preparation strategies, along with guidance on their acquisition and optimal application, is essential for ensuring that test-takers comprehend the IELTS This approach not only illustrates the support available to candidates but also helps dispel common misconceptions about the test and its purpose Furthermore, it is crucial for organizations like IELTS to analyze how various test preparation methods influence outcomes, as highlighted by Alderson & Hamp-Lyons.
The gap between everyday language use and the language demands of the test
language demands of the test
To enhance test-takers' performance in the IELTS speaking test, it is crucial for all stakeholders, especially those involved in test preparation, to raise awareness about the disparity between everyday language use and the specific language requirements of the Test Many test-takers mistakenly believe that fluency in casual conversation equates to success in the speaking test, highlighting a significant misunderstanding of the Test format and the assessment criteria for speaking skills This misconception is prevalent not only in speaking but also across other language skills.
Support in developing language proficiency in everyday life
The notion that most test-takers enrol in a formal IELTS Test preparation course is untrue
Individuals enrolled in courses may encounter various teaching methods, some of which may lack effectiveness (Chappell, Bodis & Jackson, 2015) It is crucial for those supporting test-takers to focus on strategies that enhance language skills in daily situations.
Engaging test-takers with the IELTS website
The IELTS website offers a variety of resources designed to inform test-takers about the exam and provide effective strategies for preparation However, it remains uncertain how these resources are utilized by test-takers Investigating the level of engagement with the website could reveal insights into how this interaction may enhance test performance and outcomes.
Opportunities for further research
This study suggests several questions that could usefully be tackled in future research:
• How do test-takers use the IELTS website to prepare for the Test?
• How can test-takers become better informed about the nature of the Test and what it measures?
• How can test-takers be encouraged to make proactive use of their environments to prepare for the test?
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Every year, the International English Language Testing System (IELTS) does a number of studies to update and improve the test.
This project examines the attitudes, beliefs, and practices of IELTS test-takers regarding test-taking The goal is to gain insights into the diverse test preparation methods employed by various groups, ensuring fairness in the testing process.
Participating in this study ensures that your responses remain confidential and are solely utilized for research purposes, with no impact on your IELTS test scores.
The survey has Eve sections and should take about Efteen minutes to complete
Thank you very much for your time and co-operation By continuing to the next page, you consent to take part in the questionnaire
North Ryde NSW 2109 philip.chappell@mq.edu.au
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Q2.1 This section asks for general information about you
Q2.4 Which country were you born in?
Q2.5 Have you lived in other countries (apart from Australia)?
Q2.6 Which other country/ies have you lived in? (Use Control or Command button to select female? male? transgender? other - please state? prefer not to say.
40 www.ielts.org IELTS Research Reports Online Series 2019/3
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Q2.7 Which state or territory of Australia do you live in now?
Q2.8 How long have you lived there?
Q3.1 This section asks about your education
Q3.2 What is the highest level of school you have completed or the highest degree you have received?
Q3.3 Did you learn English at school?
Yes, English was the main language used all or most of the time.
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Q2.1 This section asks for general information about you
Q2.4 Which country were you born in?
Q2.5 Have you lived in other countries (apart from Australia)?
Q2.6 Which other country/ies have you lived in? (Use Control or Command button to select female? male? transgender? other - please state? prefer not to say.
Q3.4 How many years have you studied English?
Q3.5 Where have you studied English? Please choose all the answers which apply to you.
Q3.6 What kind of English course(s) have you taken? You can choose more than one.
English for Direct Entry to university or college
I have not taken any courses.
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Q3.4 How many years have you studied English?
Q3.5 Where have you studied English? Please choose all the answers which apply to you.
Q3.6 What kind of English course(s) have you taken? You can choose more than one.
English for Direct Entry to university or college
I have not taken any courses.
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Q4.1 This section asks about your IELTS test experiences
Q4.2 Have you taken the IELTS test before?
Q4.3 Have you registered for an IELTS test?
Q4.4 When did you book your IELTS test?
Q4.5 Which IELTS test will you be taking?
Q5.1 Which IELTS test have you taken?
Q5.2 How many previous test have you taken?
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Q5.3 What band scores did you achieve on your most recent test?
Q5.4 What band scores do you hope to achieve on your IELTS test?
Q5.5 Why do you need these scores?
Section D: Planning and preparation for the IELTS test
Q6.1 This section asks about your planning and preparation for the IELTS test
44 www.ielts.org IELTS Research Reports Online Series 2019/3
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Q6.2 Do you think it is important for people to prepare before taking the test?
Q6.4 What things should people do to prepare for the IELTS test? (you can choose more than one)
Test strategies are ways of answering questions and being successful in a test Do you know any test strategies?
What test strategies do you know?
Practise taking the test with sample tests
Watch videos online of teachers' tips
Speak to cuent English speakers
Read books or articles in English
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Q5.3 What band scores did you achieve on your most recent test?
Q5.4 What band scores do you hope to achieve on your IELTS test?
Q5.5 Why do you need these scores?
Section D: Planning and preparation for the IELTS test
Q6.1 This section asks about your planning and preparation for the IELTS test
Q6.7 Did you prepare and practise test strategies for your previous IELTS test/s?
Q6.8 Which test strategies did you prepare and practise?
Q6.9 Will you prepare and practise test strategies before your upcoming IELTS test?
Q6.10 Which test strategies will you prepare and practise?
45 www.ielts.org IELTS Research Reports Online Series 2019/3
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Q6.7 Did you prepare and practise test strategies for your previous IELTS test/s?
Q6.8 Which test strategies did you prepare and practise?
Q6.9 Will you prepare and practise test strategies before your upcoming IELTS test?
Q6.10 Which test strategies will you prepare and practise?
Q6.7 Did you prepare and practise test strategies for your previous IELTS test/s?
Q6.8 Which test strategies did you prepare and practise?
Q6.9 Will you prepare and practise test strategies before your upcoming IELTS test?
Q6.10 Which test strategies will you prepare and practise?
46 www.ielts.org IELTS Research Reports Online Series 2019/3
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Have you taken an IELTS course to help you prepare for the test?
Q6.13 Which IELTS course have you taken? You can choose more than one answer.
Do you plan to take an IELTS course to help you prepare for the upcoming test?
Q6.16 Which IELTS course do you plan to take? You can choose more than one answer.
An IELTS preparation course at an IELTS test centre
An IELTS preparation course at an English Language College
An IELTS preparation course online
Have you used any materials to prepare on your own for the test? You can choose more than one answer.
Section E: Planning for the IELTS test in everyday life
Q7.1 This section asks about preparation for the IELTS test in your everyday life
What other activities do you do in your daily life that help you to prepare for the test? You can choose more than one answer.
An IELTS preparation course at an IELTS test centre
An IELTS preparation course at an English Language College
An IELTS preparation course online
Feedback from cuent speakers on your speaking/writing
Books or articles in English
Listen to English-language radio
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Have you used any materials to prepare on your own for the test? You can choose more than one answer.
Section E: Planning for the IELTS test in everyday life
Q7.1 This section asks about preparation for the IELTS test in your everyday life
What other activities do you do in your daily life that help you to prepare for the test? You can choose more than one answer.
An IELTS preparation course at an IELTS test centre
An IELTS preparation course at an English Language College
An IELTS preparation course online
Feedback from cuent speakers on your speaking/writing
Books or articles in English
Listen to English-language radio
Read books in English 2/9/19, 10(51 am
Is there anything about your daily life in Australia that stops you from improving your English?
You can choose more than one answer.
Q7.4 Is there anything else you would like to tell us about IELTS and test preparation?
Q7.5 Thank you for your participation!
If you would like to go in the draw to win an iPad mini please leave your contact details below.
Write in English at work
Speak in English at work
Use English in my course of study
I have no-one to practice speaking English with at home
I have no chance to use English at work
The English I use everyday is basic
I am too busy to have time to practice my English
48 www.ielts.org IELTS Research Reports Online Series 2019/3
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Is there anything about your daily life in Australia that stops you from improving your English?
You can choose more than one answer.
Q7.4 Is there anything else you would like to tell us about IELTS and test preparation?
Q7.5 Thank you for your participation!
If you would like to go in the draw to win an iPad mini please leave your contact details below.
Write in English at work
Speak in English at work
Use English in my course of study
I have no-one to practice speaking English with at home
I have no chance to use English at work
The English I use everyday is basic
I am too busy to have time to practice my English
Q7.6 If you would like to participate in a face to face interview, where you will receive a $50
Coles/Myer voucher, please leave your contact details below