Predictive and consequential validity
Through ongoing development and research, IELTS has been considered to provide a good indication of students’ ability to use the target language in a ‘real life’ setting
Written and oral L2 assessment tasks are essential for evaluating learners' ability to communicate in the target language beyond the classroom (Badger & Yan, 2012; Pillar, 2011) The IELTS, which ranges from band scores of 1 to 9, provides a clear indication of learners' L2 proficiency (IELTS, 2013) These assessments are specifically designed to equip students for real-world communication, encompassing both spoken and written formats, aligning with the Common European Framework.
Reference for Languages (CEFR) chart (see Figure 1)
The chart provides a general indication of learners' proficiency levels (IELTS, 2017)
The speaking test evaluates learners' ability to convey information and express opinions in an interview format, reflecting their communication skills in the target language Meanwhile, the IELTS Academic writing test consists of two tasks designed to assess learners' abilities to organize and interpret information, as well as to present and justify their views on relevant topics, suitable for those pursuing university studies or professional registration.
Figure 1: Comparing IELTS with CEFR (IELTS, 2017)
A considerable volume of research on IELTS validity has investigated the extent to which
IELTS tests scores predict students’ success in their university studies (e.g., Dooey
& Oliver, 2002; Feast, 2002; Moore & Morton, 2005; Woodrow, 2006) For example,
Moore and Morton (2005) conducted an analysis of the writing requirements for the IELTS Academic Writing Test and university assignments They compared the Task 2 rubrics of the IELTS with a corpus of 155 assignment tasks from two Australian universities The study revealed both similarities and significant differences between these two types of writing tasks.
Oliver (2002) explored the predictive validity of IELTS tests as indicators of future academic success by analyzing students' IELTS scores alongside their semester-weighted averages (SWAs) The findings indicated that while proficiency level played a role, additional factors such as motivation, language background, and financial support also significantly influenced students' academic achievements.
These results are similar to the findings of Feast’s study (2002) which also investigated the predictive validity of IELTS through examining whether individual differences
Factors such as age, nationality, degree, IELTS scores, and Grade Point Average (GPA) may indicate future academic success While the studies relied solely on quantitative analysis, incorporating qualitative research methods could have offered deeper insights into additional influences on academic achievement.
Research on the predictive validity of proficiency and placement tests has examined their impact on stakeholders' communicative competence across different contexts (Kamiya, 2017; Koys, 2009, 2010; Kramer et al., 2002; Serici).
Numerous studies, including those by Talento-Miller (2006, 2009), have demonstrated the promising predictive validity of the Graduate Management Admissions Test (GMAT), which evaluates written English skills for graduate management program admissions (GMAC, 2016) For example, Koys (2010) explored the GMAT's predictive validity among 75 non-U.S students by analyzing their academic grades and correlating GMAT scores with the business school GPA.
Research indicates that the GMAT effectively predicts academic performance for non-U.S students A study by Talento-Miller and Serici (2006) analyzed admissions data alongside first-year GPA, revealing that GMAT verbal and quantitative scores are strong predictors of success, while the analytical writing scores showed limited predictive validity.
Several studies have explored the predictive validity of specific skills tests in relation to academic success, including research by Kramer et al (2002) and Zierke (2014) Notably, Kramer et al (2002) assessed the effectiveness of a written knowledge test in predicting performance outcomes.
Objective Structured Clinical Examination (OSCE) for postgraduate training practice
The results showed that the knowledge test of skills did reflect the OSCE; however, they also revealed that there was no substitute for direct observations of learners’ skills
In the context of the MEXT’s initiative of university entrance examination reform in Japan,
Kamiya (2017) investigated to what extent the score of the Centre Exam and TOEFL
Junior Comprehensive (JC) (which was listed as one of the prospective commercial
The study investigates the correlation among English tests assessing four skills and the extent of overlap in their constructs, focusing on L2 competence structure Final-year students from one of nine selected Japanese senior high schools participated in the research.
Centre Exam and JC (n4) The results showed a high correlation between the Centre
Exam and JC, indicating JC could replace the Centre Exam Further, exploratory factor analyses revealed that the two scores of the reading and listening section of the Centre
The JC exam evaluates English proficiency through four key skills: reading, listening, speaking, and writing, which collectively measure a single construct This raises the question of whether it is necessary to assess all four skills to accurately gauge learners' English abilities.
Kamiya (2017) cautioned that the findings do not indicate the current format of the
The Centre Exam, which focuses solely on reading and listening, adequately assesses test-takers' general proficiency However, to enhance communicative skills and create a balanced approach in secondary school curriculum test tasks, it is advisable to incorporate all four language skills into the university entrance examination.
Stakeholder perceptions
There has been growing interest in research on different stakeholder perceptions
To assess the consequential and predictive validity of tests and training courses, input from stakeholders such as teachers, students, and test administrators is essential Their insights contribute significantly to understanding a test's predictive validity and highlight areas for improvement, ensuring effective communicative competence in both academic and professional contexts (Lee & Greene, 2007).
A few validation studies on proficiency tests focused on a country-specific perspective
Recent studies have examined the influence of various testing methods on language education across different countries The literature emphasizes the importance of incorporating stakeholder perspectives, referencing Messick's (1989) unitary concept of test validity and the argument-based validation approaches put forth by Bachman and Palmer (2010), particularly regarding the impact and consequences of test implementation.
A study by Hyatt and Brooks (2006) explored stakeholder perceptions of the IELTS exam as a requirement for higher education in the UK, focusing on its impact on university admissions Findings indicated that many respondents lacked a clear understanding of the IELTS content and process, highlighting the necessity for increased awareness Additionally, staff expressed concerns regarding the growing workload and time constraints associated with teaching and grading Some participants also noted potential unfairness in scoring, as the rubrics necessitate subjective qualitative judgments.
Moore, Mahony and Stroupe (2012), on the other hand, examined the impact IELTS had in Cambodia through the perspective of various stakeholders on a larger scale
Questionnaire data were collected from 200 test-takers, 100 test preparation students, and 10 teachers, while interview data were collected from five (5) examiners, five
(5) parents of test-takers, 10 embassy staff, 10 local employers and 10 Cambodian graduates There were also observations made of three IELTS preparation classes
The study highlighted that Cambodian students pursued the IELTS for opportunities in overseas education and to enhance their global knowledge However, it also identified challenges related to equity, as the high cost of the IELTS test posed a barrier for many potential test-takers Teachers involved in the research, who also taught IELTS preparation courses, offered valuable insights into how the curriculum aligned with the test's objectives Despite exploring a relatively under-researched context, the close ties of stakeholders to the IELTS test limited the ability to capture broader perspectives from the general population in Cambodia.
More recently, Green (2014) investigated stakeholder perceptions of the Test of
English for Academic Purposes (TEAP) is an academic English proficiency test developed by the Eiken Foundation of Japan in collaboration with a private university A nationwide survey involving 3,868 students, 423 teachers at upper secondary schools, and 19 university lecturers was conducted to assess its impact TEAP evaluates the essential academic English skills needed for university success through a four-skills test It offers two formats: the TEAP CBT (computer-based test) and a pen-and-paper version for reading and listening, while maintaining the same structure for speaking and writing assessments.
TEAP CBT are geared toward Japanese secondary school students, their test constructs follow the MEXT guidelines for the English language curriculum (Taylor, 2014)
Green's study, part of a validation for a new standardized commercial EAP test for university admissions, provided key insights into the current state of English Language Teaching (ELT) at the upper secondary school level Findings indicated that enhancing reading skills was a priority in EFL practices due to requirements in the Centre Exam Both teachers and students acknowledged the necessity of developing all four language skills for successful university study Stakeholders expressed positive views on the MEXT initiative to reform university entrance examinations to encompass these four skills, highlighting the potential benefits of such reforms on current educational practices Additionally, the TEAP test shared significant similarities with the IELTS test in terms of format, purpose, and construct.
The study highlights the significance of IELTS, identifying it as one of the eight recognized commercial tests that can serve as a valid alternative for university admissions.
If the MEXT initiative is implemented, the Centre Exam will be affected In Japan, IELTS is less recognized than TEAP, raising questions about whether similar results to this study would be observed for the IELTS test.
In a study by Sawaki (2017), university lecturers expressed their perspectives on the integration of first language (L1) and second language (L2) in English language activities, which encompass reading, listening, speaking, and writing within content courses The research also examined the role of a four-skill English language test used for student admissions.
Six lecturers who teach or have taught mathematics and earth sciences at a private university in Tokyo were invited to participate in one-to-one semi-structured interviews
Qualitative analyses of interview data indicated that lecturers across two disciplines recognized the critical role of reading ability in successfully completing content courses and language tasks involving listening, speaking, and writing at the undergraduate level They emphasized that advanced academic English at the graduate level necessitates proficiency in all four skills Overall, participants expressed positive sentiments regarding the MEXT initiative aimed at promoting four-skill development.
English language assessment to the university entrance examination
Recent studies have increasingly focused on the correlation between IELTS scores and academic success, as well as the effective use and interpretation of IELTS results (Humphreys et al., 2012; Rea-Dickins, Kiely & Yu, 2007).
Some studies also explored the views of students or teachers to determine the test validity; this was notably conducted through a combination of mixed research methods
(e.g., Coleman, Starfield & Hagan, 2003; Humphreys et al., 2012; Hyatt, 2013; Lloyd-
Jones, Neame & Medaney, 2012; Mickan & Motteram, 2009; Rea-Dickins et al., 2007)
Saville and Hawkey (2004) carried out an IELTS impact study as part of a continuous test consultation and validation program, focusing on the washback effect on teaching materials This research aimed to assist the University of Cambridge Local Examinations in understanding the implications of the IELTS test on educational practices.
The Syndicate (UCLES) aimed to identify the social consequences of the IELTS test by examining the various roles, responsibilities, and attitudes of stakeholders involved This analysis helped pinpoint targets for enhancing IELTS teaching materials, offering insights into the test's validity The authors detailed the development of data collection instruments, such as surveys, throughout the project's stages, presenting early evidence of washback and impact from pilot tests that assessed test practices and language teaching resources The findings underscored the importance of stakeholder perceptions in providing valuable feedback for the development of effective IELTS teaching and preparation materials.
Coleman et al (2003) conducted a comprehensive survey combined with small-scale interviews to gather insights from university students and staff regarding the IELTS The study collected data from participants in Australia, the UK, and China, revealing important perspectives on the examination.
The study did not include interviews with Chinese participants; instead, a survey was utilized to gather factorial and perceptual data regarding the overall IELTS test Additionally, interviews were conducted to gain deeper insights into the themes identified in the surveys The results highlighted both the similarities and differences in beliefs about the test and university cut scores among students and staff.
Rea-Dickins et al (2007) focused on successful IELTS students’ views on the impact
Impact of IELTS Writing
Many studies have examined the predictive and consequential validity of specific sections of the IELTS, particularly Speaking and Writing, by gathering insights from various stakeholders (e.g., Green, 2007; Moore &).
Morton, 2007; Rao, McPherson, Chand & Khan, 2003)
Moore and Morton (2007) examined the validity of IELTS Writing Task 2 by comparing it with a range of university assignments from undergraduate and postgraduate courses
In total, 155 assignment tasks were analysed and compared with 20 IELTS Task 2 items
Interviews with academic staff were conducted to gather alternative perspectives and feedback on the effectiveness of IELTS Writing Tests The findings indicated varying writing requirements across different courses, highlighting inconsistencies both between and within them While interviews with students who had completed the IELTS could have offered additional insights, they were not included in this study.
In a study conducted by Green (2007), the perspectives of students on IELTS Academic Writing were examined to assess the washback effects of various IELTS preparation courses aimed at UK university admission The research involved data collection from 476 participants who had completed both the IELTS Writing test and the associated preparation courses.
Tasks before and after the preparation course To make a comparison, the different classes were categorised into three types of preparation courses for all participants:
The study examined the effectiveness of IELTS preparation and pre-sessional English for Academic Purposes (EAP) courses by administering the IELTS test twice as a pre- and post-assessment The results were analyzed alongside data from a questionnaire survey and course papers to evaluate washback effects Ultimately, the findings indicated that students showed no significant improvement in their scores across any of the preparation courses.
Allen (2017) and Rao et al (2003) examined the impact of preparation courses on students' IELTS performance Allen's study involved 190 first-year Japanese undergraduates and revealed a significant washback effect from university entrance exams, highlighting a skills imbalance in IELTS results Test-takers reported that the preparation course encouraged them to improve their weaker writing and speaking skills However, this study primarily focused on the washback effect rather than L2 communication In contrast, Rao et al (2003) assessed the effects of IELTS preparation on Writing and Reading Tests by administering tests to 60 L2 learners before and after the course They gathered feedback through questionnaires and interviews, revealing that preparation courses positively influenced test performance Overall, both studies indicate that preparation courses significantly enhance IELTS outcomes for students.
To summarise, many studies introduced above focused particularly on the impact
IELTS and other tests, such as GMAT, have on the success of university studies (e.g.,
Research by Coleman et al (2003), Dooey & Oliver (2002), Moore & Morton (2007), and Rea-Dickins et al (2007) has highlighted concerns regarding the influence of IELTS preparation courses and teaching materials on test scores Studies by Allen (2017), Green (2007), and Rao et al (2003) further investigate this impact, emphasizing the importance of effective preparation in achieving desired IELTS outcomes.
Research by Saville & Hawkey (2004) and Yucel & Iwashita (2016) indicates that many studies primarily concentrate on the IELTS Academic Writing test and overall perceptions of the IELTS, particularly regarding stakeholder opinions However, there is a limited number of studies that have explored the predictive validity of the IELTS assessments.
The importance of speaking and writing skills in academic settings is highlighted in response to the MEXT initiative for university entrance examination reform, as discussed by Kamiya (2017) and supported by Green (2014) and Sawaki (2017) In the context of teaching English in Japan, it is essential to gather stakeholder perspectives on the four-skills test, as this would offer insights into the knowledge and strategies necessary for effective L2 communication Collecting these views will help assess the impact of the IELTS on students’ academic performance and their ability to succeed in university studies.
This study explores the influence of the IELTS test on students' communication skills in academic environments and their success, particularly in relation to MEXT's university entrance examination reforms By focusing on this area, the research aims to fill existing gaps in the literature and poses critical research questions to guide the investigation.
1 What are the Japanese students and teachers’ level of familiarity with IELTS?
2 What are the perceptions of the IELTS Speaking Test tasks among the
Japanese students and English language teachers in terms of their difficulty and their appropriateness for assessing communication skills?
3 What are the perceptions of IELTS Writing Test tasks among the Japanese students and English language teachers in terms of their easiness and their appropriateness for assessing communication skills?
4 To what extent do teachers and students view the IELTS Speaking and
The study explored stakeholder perceptions of the IELTS Writing and Speaking tests through a combination of questionnaire surveys and semi-structured interviews Previous research indicates that understanding these perceptions can shed light on the effects of the IELTS tests and offer valuable insights for improvement.
IELTS can be developed further (e.g., Allen, 2017; Lloyd-Jones et al., 2012; Rao et al.,
Research design
This study employed an explanatory design to enhance understanding of perceptions regarding the IELTS Writing and Speaking tests within the Japanese educational context The research utilized both quantitative and qualitative methods, as illustrated in Figure 2.
Participants
The study involved 53 native Japanese university students and 45 English language teachers, all of whom were Japanese citizens, from various educational institutions in Japan Among the participants, 31.63% were male and 68.37% were female, with students aged 15 to 25 years and teachers aged 31 to 45 years.
The native Japanese students (nS) study at a public university in a large city in
Japan All participants were between 15 and 25 years Of the 45 teachers, 40 had studied overseas, with the majority having studied in the US (45%) and Australia (40%)
Appendix A presents more information about where they studied internationally
Invitations were extended to secondary school teachers and university lecturers for participation in the study, utilizing the authors' professional contacts Secondary school teachers were particularly encouraged to provide insights on the IELTS test as a measure of communication skills, specifically in the context of the existing English language curriculum.
MEXT initiative of university entrance examination reform, university lecturers were able to comment on the skills required to study at university The English language teachers
The study involved educators with diverse experience across various school environments, including middle schools (15.56%), senior schools (33.33%), combined junior and senior high schools (24.44%), and universities (26.67%) The teachers hailed from different regions, with a significant representation from metropolitan cities (54.55%), followed by regional central cities (4.55%), regional core cities with populations under 300,000 (20.45%), and regional cities with populations under 100,000 (20.45%) Figure 3 provides a visual representation of the locations of these metropolitan and regional central cities.
Figure 3: Location of schools in both metropolitan and regional cities for teachers
Fifteen secondary school teachers and five students were invited to participate in the semi-structured interview (please refer to Appendix B for more detail).
Data collection procedure
Stage 1: Questionnaire Survey
Participants answered questions on the IELTS Speaking and Writing (Academic) tests
The Speaking test consists of a three-part interview lasting 11–14 minutes, where candidates engage in both short and long responses with an examiner Meanwhile, the Academic Writing test is divided into two sections: the first requires candidates to describe visual data like graphs or tables, while the second involves writing a short essay based on a given prompt.
Participants (n) accessed an online questionnaire via a link provided through Survey Monkey Prior to beginning the survey, they were required to sign a consent form on the first page To ensure clarity, the questionnaire was conducted in Japanese, and the average completion time for the survey was around 12 minutes.
The purpose of the questionnaire was to examine the stakeholders' attitudes towards
The IELTS exam serves both everyday and academic purposes To ensure the validity of the survey items, the research team collaboratively designed a questionnaire, which was then translated into Japanese This draft was piloted with a group of visiting Japanese teachers and students in Australia, whose written and verbal feedback prompted further revisions before finalizing the questionnaire for the main study.
The final survey, comprising 45 items, included 14 biodata questions alongside a mix of closed-ended questions, such as dichotomous "yes/no" queries, Likert scale assessments, and check boxes Additionally, open-ended short answer options were integrated with the check boxes to allow participants to elaborate on their responses and share their opinions more comprehensively.
Feedback from piloting and consultations with visiting Japanese teachers revealed a consensus among respondents for the open-ended survey items To streamline the survey process, these open-ended questions were transformed into checkbox items, allowing respondents to select multiple answers and provide additional responses in an "other" option.
The article explores teachers' and students' perspectives on the IELTS exam through a variety of survey questions It includes yes/no and checkbox items to assess familiarity with IELTS format and content, while Likert scale questions evaluate the effectiveness of IELTS Speaking and Writing tasks in measuring communication skills The survey also contrasts stakeholders' views on IELTS's communicative effectiveness compared to other assessments For those less familiar with IELTS, sample writing and speaking tasks were provided for feedback The complete questionnaire, including English translations, is available in Appendix C.
Stage 2: Semi-structured Interviews
Following the questionnaire survey, interviews were conducted with five students and 14 teachers from the same cohort, including two university lecturers, 11 secondary school teachers, and one specialist school teacher, to gain deeper insights into their perspectives on the impact of IELTS All questionnaire participants were invited to participate in the interviews, and those who expressed interest were interviewed.
To ensure confidentiality and encourage open sharing, participants were assigned pseudonyms and informed that their responses would remain confidential during audio-recorded interviews about their IELTS preparation and test-taking experiences Each interview lasted between 30 to 45 minutes and was conducted in Japanese by the authors, Iwashita and Sasaki, who are native speakers.
The researchers initially created the question prompts in English before translating them into Japanese The questions asked respondents about their familiarity with the IELTS test and other commercial English proficiency exams, including inquiries like, "Please let me know what you know about IELTS," and "What other English proficiency tests are you aware of?"
か。 (What other commercial tests are you familiar with?) IELTSを受験したことがあります
In our pilot study, we discovered that many participants were unfamiliar with the IELTS test and frequently referenced other commercial tests Consequently, we included questions about other tests to gather relevant insights It's important to note that these questions were designed to understand participants' familiarity with various commercial tests rather than to compare them directly with IELTS.
Following the interviews, recordings were transcribed verbatim according to established guidelines A subgroup of seven third-year students from a public university in Japan participated in an IELTS test to explore its influence on their views regarding written and spoken communication These students, enrolled in an English Teacher Training course, aimed to take teacher recruitment exams in their fourth year to become English teachers While they also completed a questionnaire survey before and after the IELTS test, their responses were not included in the main analysis The data from these pre-service teachers were utilized to assess whether their IELTS experience aligned with findings from other participants.
Data analysis
Questionnaire survey
A descriptive statistical analysis, including mean, standard deviation, and range, was performed on the close-ended responses, while open-ended questions were coded and categorized into two primary communication areas: English for academic and everyday use Everyday language use involved basic communication strategies and expressing personal opinions in social contexts, whereas academic language use emphasized logical reasoning and formal registers Examples of these distinctions are illustrated in Excerpts 1 and 2 from the questionnaire survey responses.
Excerpt 1 presents an example of how a statement was categorised as academic use, even though the participants did not explicitly focus on English This participant, a teacher, focused on how the types of prompts associated with academic writing were presented in Task 1 of the IELTS Writing Test and how it would determine the difficulty of the task These writing prompts are associated with academic writing The teacher explained:
The difficulty levels in summarizing graphs and explaining a process diagram vary significantly The former requires a clear interpretation of data trends, while the latter demands a comprehensive understanding of sequential steps Both tasks necessitate distinct analytical skills to convey information effectively.
When discussing key features, it's essential to focus on the main attributes rather than detailing every aspect, requiring discernment to identify what truly stands out.
The difficulty level varies between summarizing a graph and explaining a process diagram Summarizing a graph involves identifying key features without detailing every aspect, while explaining a process is generally easier, as it entails a comprehensive description of the entire procedure.
Excerpt 2 highlights the everyday relevance of discussion topics for Japanese students, emphasizing that the questions can be addressed using their general knowledge.
Japanese values The student stated:
In Japan, there has been a noticeable shift in values between the past and the present, reflecting evolving societal norms and perspectives.
I believe there is a noticeable difference in value between the past and present in Japan, which makes it easier to generate ideas for discussing this topic.
Semi-structured Interviews
In a comprehensive thematic analysis of 621 minutes of transcribed semi-structured interview data, each participant was assigned a unique code to ensure confidentiality The first author meticulously coded and categorized the interviews, facilitating an organized examination of the findings.
(Iwashita) according to the themes identified in the questionnaires, along with any new themes found in the data, following the method reported in Yucel and Iwashita (2017)
This method entailed analysing the responses qualitatively using content analysis
To explore respondents' feelings about the test, we analyzed the data by identifying responses linked by common themes and categorizing them inductively, as suggested by Hsieh & Shannon (2005) and Corbin & Strauss (2008) This approach ensured that the coded categories emerged directly from the data rather than existing literature After reflecting on the initial findings, we revisited the transcripts to revise and recode the data To enhance the reliability of our coding process, a second coder, Yucel, reviewed the codes, employing triangulation methods to establish trustworthiness in our analysis (Lincoln & Guba, 1985).
1985) in the thematic analysis of the interview data The categories that had been produced were re-examined and grouped conceptually before the data were loaded
After processing the data, comments that came under each code could be seen, which allowed themes to be identified in the interpretation of the data
Thematic analysis revealed seven key themes, as detailed in Table 1, which were cross-referenced with questionnaire results to enhance understanding of the topic Additionally, interview excerpts were translated and verified by a native Japanese speaker for accuracy.
Table 1: Themes and codes identified in the interview data
IELTS • Familiarity (name and content)
• Experience in taking an IELTS test
• View on Speaking/Writing test tasks
• Skills required to do well at IELTS Speaking/Writing tests
• IELTS as a test to assess communication skills
• Preparing for an IELTS Test
Commercial tests • Familiarity (name and content)
• General comment on commercial tests
• Experience in taking other commercial test(s)
Communication skills • Definition of communication skills
• Students’ priority and/or interests
The MEXT initiative of reforming the current university entrance examination
• Possible inclusion of the eight commercial tests
• Impact on the current English language curriculum
• A gap between commercial tests (incl IELTS) and the current English language curriculum
Language Curriculum for upper secondary school students
RQ1 What are the Japanese students' and teachers’ level of familiarity with IELTS?
Participants' views on IELTS
The participants who responded to Question 15 IELTSの存在についてご存じですか。
(Have you heard about IELTS?) with "yes" (nQ) were asked several additional IELTS- related questions to gain insights into their initial views on IELTS as a proficiency test
Figure 5 illustrates the mixed responses to the statement in Question 16 IELTSのテス
Among the 51 participants who responded to Question 15, all affirmed their familiarity with the content of the IELTS test.
46.67% of teachers either agreed or strongly agreed that they were familiar with the content, while 28.89% disagreed or strongly disagreed to the statement
Table 2: Descriptive statistics for teachers’ and students’ familiarity with IELTS (Q16) n M SD Min Max
Figure 5: Japanese teachers’ and students’ familiarity with the contents in IELTS (Q16)
Table 3 summarises the responses from 47 out of 51 participants, who were familiar with
IELTS The frequency of statements for Question 17 (IELTS テスト、特にスピーキングとラ
What do you know about IELTS, particularly its Speaking and Writing tasks? A survey revealed that participants familiar with IELTS generally had a solid understanding of its components, with around 40% selecting multiple statements in Question 17 Most respondents identified various features of the IELTS test, while a minority described it solely as a measure of all four skills or communication skills.
Table 3: Summary of teachers and students' understanding of IELTS (nG) (Q17)
Q 17 Statements to describe IELTS Teachers
IELTS is a test that measures all four skills 28 2 63.83
IELTS is a test that measures communication skills 23 2 53.19
IELTS is a test needed when you study abroad 30 1 65.96
IELTS is a test measures a candidate's overall English level 18 1 40.43
IELTS is a test taken in a metropolitan examination centre 18 1 40.43
IELTS is a test that has topics that range from professional to everyday 18 1 40.43
The IELTS Speaking test is completed in an interview format with an interviewer
The IELTS Speaking test has three parts 9 1 21.28
The IELTS Speaking test requires more than everyday conversation to achieve a high score 18
The IELTS Speaking test includes different length questions about a given topic
The IELTS Speaking test requires you to express your own opinions in a logical manner
The IELTS Writing test has two parts 20 1 44.68
The IELTS Academic Writing has two tasks 15 1 34.04
The IELTS Academic Writing test gives you the opportunity to write
In the IELTS Writing test, you are required to understand and explain the contents of graphs and tables
In the IELTS Writing test, you must explain the process or procedure of things
In the IELTS Writing test, you are required to understand and explain the contents of graphs and tables
It was revealed that fewer teachers knew what was included in the three parts of the
The survey results indicate that the IELTS Speaking Test (Question 17h) is perceived as more favorable compared to the IELTS Writing Test (Question 17l) This conclusion is drawn from the personal experiences of nine teachers, all of whom have previously taken an official IELTS test and are familiar with both the Speaking and Writing components.
19) (模擬試験以外の正規のIELTSを受験したことがありますか。 Have you taken an official
The IELTS test, distinct from a mock test, revealed a notable difference in the perspectives of teachers regarding the Writing Tasks Among the participants, five teachers who had taken the IELTS test and six who had not were equally knowledgeable about the two writing tasks, highlighting the importance of familiarity with the exam format.
The semi-structured interview revealed that many teachers are aware of the IELTS test primarily due to its significance for those studying or planning to study abroad Additionally, some secondary school teachers have become familiar with IELTS because it is recognized as a commercial test alternative to the current Centre assessments.
The IELTS test is often the least recognized among teachers and students, with most respondents identifying EIKEN as the commercial test they are most familiar with, followed by TOEIC and other Japanese tests like GTEC This familiarity stems from the fact that many interview participants have previously taken EIKEN or similar commercial assessments.
I recently learned about an English exam, which has piqued my interest.
When I first heard the name, I realized I knew very little about it beyond that I was largely unaware of the details and content associated with it.
ついては、これもアンケートでお答えした以外は、知らなかったです。
(Well, I knew the name, but understood it is an English test, but that’s all that I knew
I did not know anything about its content till I participated in the survey.)
Studying in the UK requires specific knowledge and preparation While I possess the necessary information about studying abroad, my personal experience in the UK has deepened my understanding of what it truly entails.
I took the TOEFL exam and was pleased with my results The experience was valuable and contributed to my language skills.
すみません。はい。何も知りません。
To study in the UK, an IELTS score is typically required; however, I was able to attend a UK university with my TOEFL score Although I have experience studying in the UK, I am not familiar with the specifics of the IELTS exam.
Most student participants, except those intending to study in the UK, Australia, or New Zealand, were unfamiliar with IELTS, despite being aware of EIKEN and TOEIC Among the five first-year university students interviewed, four had never encountered IELTS before, although they had taken EIKEN, TOEIC, or GTEC The only student who knew about IELTS was planning to go to New Zealand as a working holiday maker.
・・・なんかその、IELTSの存在を知ったのが、・・・夏休みぐらいかな。 IELTSを、取ってた
During my summer holidays, I discovered the IELTS test when someone mentioned that it could be beneficial for job opportunities This motivated me to learn more about IELTS and its importance in the job market.
The responses from both teachers and students show that the IELTS test is associated with opportunities related to studying and/or working in English speaking countries.
RQ2 What are the perceptions of IELTS Speaking test tasks among the Japanese students
Part 1
Most teachers and students concurred that the requirements for Part 1 of the Speaking test were sufficiently accessible for students, and deemed them suitable for the task, as evidenced by the average ratings from both groups and illustrated in the following excerpts.
うん。そうですね。これぐらいだったらできるかもしれないですね。
(Yeah, let me see For this level of the task, (my students) may be able to do.)
The ease and suitability of speaking tasks for test-takers may vary based on their expected level of verbal engagement, as indicated by the responses to the open-ended questions in the survey below.
どれくらいの長さの答えを求めているかによって判断が分かれる。
(It depends on how much we are expected to answer the question.)
(Response to the open-ended question by a teacher participant)
A significant consensus among teachers and students highlighted the familiarity of the topic, which contributed to the perceived ease and suitability of the task Specifically, 41 out of 43 teachers and 36 out of 51 students affirmed that the topic was familiar, indicating a strong agreement on its relevance.
I believe this is definitely achievable The topic feels very relatable and close to home.
If it's about expressing oneself, I believe even high school students can do it effectively.
I believe this task is manageable, especially since the topic is familiar to senior high school students By drawing from personal experiences, students can effectively engage with the material, making it an achievable assignment.
Although both teachers and students thought the topic familiarity made the task achievable, some felt it depended on the topic presented in the IELTS Speaking Task, as shown below
I might find it difficult to speak if there's nothing to discuss, leading to silence What types of locations are we considering?
When asked such questions, it can be quite challenging to respond in Japanese This phenomenon is often more common in English conversations.
I find it quite challenging to articulate my thoughts clearly, as I struggle to express my feelings and opinions effectively.
I believe you can understand what I'm trying to say, but I'm contemplating how to describe it effectively.
とか、何を話せばいいのかな、っていうのが、詰まってしまう、
Many individuals may struggle to articulate their thoughts when asked about "what kind of places" they prefer, even in their native language This hesitation often stems from the difficulty of providing an honest and comprehensive answer While they understand the intent behind the question, they may feel uncertain about how to effectively describe their preferences and experiences.
A student participant noted that her familiarity with the interview topic influenced her perception of the Speaking test's difficulty and suitability In contrast to a teacher's negative assessment of the topic, she found it to be engaging and relevant.
(house) was doable as shown below:
The topic feels relatable and accessible, making it easier to engage with and consider, especially regarding the Eiken (English Proficiency Test).
Looking at the card, I realized that engaging with it felt somewhat irrelevant to me, as it didn't seem to hold much personal significance.
The EIKEN exam can present challenges, particularly when the given topic is unfamiliar However, approaching the subject with a structured mindset can simplify the writing process Familiarity with common themes and effective strategies can enhance performance and boost confidence during the exam.
The excerpt below indicates that even if the topic was seen as simple, some interviewees found it challenging
Part 2
As reported above, both teachers and students agreed less on the statement Part 2
Part 2 of the task is perceived as easier and more appropriate compared to Part 1, with lower scores indicating this preference Specifically, teachers rated Part 1 at 3.54 and Part 2 at 3.02, while overall scores were 3.25 for Part 1, highlighting the effectiveness of Part 2.
Part 2 – 2.9 for students) The interview excerpt shown below illustrates the difficulty of the task
I find it quite challenging to express myself It's difficult to articulate my thoughts clearly When it comes to thinking about something, I often struggle to find the right words.
時間がかかるといやでも、２分もしゃべるっていうのが、
(I think this is quite difficult…No, I can’t speak Hmm it takes time to think what I am going to say I have to speak two minutes.) (ID17_Student)
A few interviewees commented on the level of difficulty by referring to their experience of taking EIKEN as shown in the example below:
This is quite challenging, isn't it? It feels reminiscent of the level required for the Eiken Grade 1 exam.
(This is quite difficult, isn’t it? It looks like the first grade of EIKEN.)
While some participants thought the task was challenging, they also reported it as being achievable, as shown below:
The provided elements of speech facilitate logical communication, making it a relatively easy task to articulate thoughts clearly.
であると思う。
(As this task provides the components of the utterance, it is easy to talk logically
So, I believe that it is a relatively easy task.)
(Response to the open-ended question by teacher participant)
It’s challenging to determine the best approach Capable individuals often find a way to navigate through difficulties Ultimately, there are various strategies to consider for overcoming obstacles.
If you could speak about the topics mentioned here, even just a word or two for each, it would be greatly appreciated and well done.
たって思いますし、
Motivated students are likely to put in the effort to articulate their thoughts clearly If they can express each word related to the given topic individually, they will feel a sense of accomplishment.
It seems like I can express something meaningful What is important to me is significant, so if it comes to mind quickly, it resonates deeply.
ての説明、・・・しかもここにも、ちょっと、それが書いて、条件が書いてるし、
The topic at hand holds significant importance in my life, prompting me to share my thoughts and insights By presenting a clear idea and thorough explanation, I aim to convey the essence of my experience Additionally, adhering to the provided instructions and requirements will enhance the clarity and impact of my message.
In Part 2, teachers and students assessed the difficulty and appropriateness of the material by concentrating on various aspects compared to Part 1 Notably, a significant number of both groups chose Statement A, indicating that the topic was familiar to them.
Many teachers and students agree that having a broad vocabulary is essential for engaging in conversations on familiar topics, as evidenced by the significant number of participants who chose Statement d, which highlights the importance of understanding difficult vocabulary and expressions.
3 The prompt question for Part 2 is: Describe something you own which is very important to you
Many teachers and students highlighted the challenges of conversation, indicating that complex grammatical structures (Statement e) and effective sentence composition (Statement f) are essential for successful communication This feedback underscores the importance of mastering these skills in conversational contexts.
When creating content, it's essential to focus on key terms and phrases that encapsulate the main ideas Summarizing information effectively helps in crafting coherent paragraphs that enhance readability and engagement By organizing thoughts clearly, you can ensure that your writing resonates with your audience while adhering to SEO best practices.
(Think about the content Well, after that, I'm going to put together a word, and I'm going to put together a sentence.) (ID17_Student)
Quickly identify the core issue and focus on the key points that need to be communicated.
To effectively construct coherent sentences, it is essential to develop strong writing skills that align with the intended message.
Part 3
Most participants found Part 3 to be the most challenging section, as indicated by their responses to Question 24 Specifically, they disagreed with the statements that "Part 3 is easy" and agreed on the appropriateness of the task, highlighting the difficulties they encountered.
The survey results indicate that a majority of participants disagreed with the statements regarding the ease and appropriateness of Part 3 of the task This conclusion is further reinforced by interview data, where one student noted that while capable students can manage Part 2, only a select few are able to successfully complete Part 3.
The current issue presents a significant challenge, potentially making it the most difficult one encountered so far.
えー、英語が得意な子ぐらいしかできないのかなって思います。
(Because this task provides a proposition, I think this is the most difficult of the three
Hmm, only a few able students can do the task.) (ID14_Student)
A teacher participant also agreed, explaining that test-takers are required to know what was happening in society today and had their own opinion.
It seems that only a few individuals possess the necessary skills to accomplish this task effectively.
The question is abstract, so previously there were specific examples that can be described to provide clarity and context.
I believe there is still potential for improvement, but the concepts are quite abstract First, it’s essential to clarify what value truly means in this context.
When asked how perspectives have changed, it's essential to provide specific examples that illustrate these shifts For instance, consider how societal attitudes towards mental health have evolved, leading to increased awareness and acceptance This transformation highlights the importance of open conversations and support systems that were once stigmatized Such changes reflect a broader trend towards inclusivity and understanding in various aspects of life.
It's challenging to express thoughts about society if one doesn't regularly contemplate these issues This reflects the difficulty in engaging with societal matters meaningfully.
The task at hand is challenging, as it requires individuals to articulate abstract concepts that reflect the evolving values of society Students often excel in describing tangible items, yet struggle with abstract questions that demand critical thinking about contemporary societal issues Without a thorough understanding of current events and their implications, it becomes difficult for them to express meaningful insights.
That’s why I thought this task is very demanding.) (ID21_Secondary school teacher)
The teacher participant expressed a mixed view on the task, noting that it could be completed with the help of the interlocutor Additionally, she was unaware that examiners are required to adhere to a script to ensure reliability in assessments.
Sure! Here’s a rewritten paragraph based on the provided content:"Yes, if you had just told me, I would have reacted with an 'Oh!' However, from that point on, the examiner managed to guide the conversation."
If you ask a nice question, it may lead to further discussion Phrases like "What does that mean?" or simply "Oh," can encourage deeper engagement and exploration of the topic.
"Now I understand what you meant by that," you might summarize, followed by, "So, what about this part?"
はどう？」とか、そうやってやってくれたら、話せる、と思います。
An empathetic interviewer can encourage a student to elaborate by asking clarifying questions like “What do you mean?” or “Is this what you mean?” These types of inquiries, especially when paraphrasing the interviewee’s responses, can facilitate a more in-depth conversation and help the interviewee feel more comfortable sharing their thoughts.
In the IELTS Speaking Test, many teachers perceive Part 3 as more abstract than the first two parts, with 28 out of 44 educators indicating this belief A university lecturer highlighted that the challenge of this section stems from its abstract nature, which may lead to confusion among test-takers Additionally, participants are expected to articulate their opinions using appropriate vocabulary, emphasizing the need for effective communication skills in this part of the exam.
RQ3 What are the perceptions of IELTS Writing Test Tasks among the Japanese students
Task 1
Teachers rated the ease of the task at 2.77, slightly lower than students, who rated it at 2.88 This discrepancy indicates that most interview participants found the task challenging, although one student perceived it as easier.
Speaking tasks as shown below.
Writing allows for more thoughtful expression compared to speaking, as it provides the opportunity to reflect and organize thoughts more effectively.
きよりはできると思います。
(Hmmm, unlike speaking, writing can be done while I am thinking, and so I can do this better than [speaking].) (ID18_Student)
Many students emphasized language concerns when discussing the task's ease and suitability; however, one student noted that understanding the content and interpreting the graph was relatively straightforward, as illustrated in the responses to the open-ended question.
In summarizing and comparing arguments, I believe that both tend to converge on similar content, leading to overlapping conclusions.
Although it may seem difficult to grasp at first, the content of this issue is specialized yet understandable, particularly when presented with graphs.
も読み取りにくいような難しいものには感じられなかったから
Initially, I anticipated that the summaries and comparisons of the claims would yield similar content, making it challenging to generate distinct ideas However, the technical nature of the proposition proved to be clear and understandable, leading me to find the graph easy to comprehend.
(Response to the open-ended question by student participant)
As shown in Table 7, many participants in both teacher and student groups chose
Statements h (Requires the ability to use the appropriate vocabulary) and i (Requires
In the interviews, the students elaborated more on the need for good grammar and structure The following excerpts show how they focused on different aspects of language
First and foremost, focusing on reading is essential Once I grasp the material, I often find myself thinking in Japanese.
It is important to use correct English as much as possible, especially when transitioning from another language.
Certainly! Here’s a rewritten paragraph based on the content provided:"Indeed, it is essential to utilize correct grammar in writing This practice not only enhances clarity but also ensures effective communication."
To write clearly and effectively, it's essential to utilize techniques such as contrast and idiomatic expressions These elements enhance the coherence and impact of your writing, making it easier for readers to understand and engage with the content.
Understanding the nuances of grammar can significantly enhance the writing process Having a solid grasp of comparative structures and grammatical rules makes it easier to articulate ideas clearly and effectively.
か、知っておいた方がいいかなと。
To effectively express my thoughts, I often think in Japanese but prefer to write in English Utilizing correct grammar is essential for clarity, and incorporating idioms can enhance understanding Familiarity with grammar rules also aids in making comparisons, making the writing process smoother and more coherent.
When constructing coherent sentences, it is essential to focus on the proper use of words Each word plays a crucial role in building a structured and meaningful text.
語をちゃんと、知っておくとか。
(Well, I'm going to make a sentence properly, or build it up, and then I'm going to know the terms I use, such as words and words.) (ID17_Student)
Writing in English in a structured manner can be quite challenging.
The article discusses the challenges of expressing thoughts clearly, often leading to repetitive phrases and lengthy sentences It highlights the struggle to maintain coherence while trying to convey complex ideas effectively.
Task 2
The survey indicated that students rated Task 2 as easier than Task 1, with an average score of 3.2 compared to 2.88 for Task 1 In contrast, teachers rated the tasks differently, with a lower average score of 2.4 for Task 2 Notably, more students agreed that "Task 2 is easy" compared to their teachers Interview excerpts from two students revealed that they found Task 2 manageable, provided they could generate examples and ideas for their writing.
If you can recall examples from your surroundings regarding this issue, writing about it can become quite effortless.
うんじゃないかなと。
(For this task, as long as I could think of some examples, I feel I can do it without much difficulty.) (ID14_Student)
Certainly! Here’s a rewritten paragraph based on the provided content:"When I have a clear idea of what to write, I feel capable of expressing my thoughts, especially if the topic resonates with me."
て思うんですけど。
(Yes, if I can think about the content that I write and if the topic suits me, I think I will be able to write.) (ID19_Student)
A student participant agreed that Task 2 was difficult considering the requirement, but what was expected in this task was similar to what students have to do at university
It can be challenging to think critically about a topic and provide answers along with reasoning.
It is common to encounter discussions of this nature in university settings.
適切な難易度だと思います。
Initially, I found the task challenging as it required independent thought and reasoning However, I now believe this level of difficulty is suitable, as it reflects the common approach to content discussions in a university setting.
In contrast, a university lecturer did not think the task was very demanding as shown below
It seems that I have some thoughts to share regarding this topic.
I believe it might be relatively easy, although it was unexpected for me to be asked to explain it suddenly.
Even if the topic shifts, this side remains focused on a specific subject, ensuring a coherent exploration of the theme.
When discussing the pros and cons of a topic, it's essential to highlight one side and provide two or three compelling reasons to support that viewpoint This approach not only clarifies your stance but also strengthens your argument, making it more persuasive and engaging for readers.
If there are specific patterns, the topic may not be significantly affected, allowing for a reasonable amount of writing in English.
I wonder if it's possible to do this, so I have compiled several good sample questions along with examples.
If there are answers similar to this, it might be easier to write than those in Task 1.
なとは、思います。
Expressing one's opinion on a given topic can be straightforward, especially when guided by a clear structure Instead of seeking vague explanations, having a framework that includes pros and cons, along with relevant examples, can facilitate effective writing in English across various subjects Additionally, providing sample questions and answers can further enhance understanding and execution of the task Therefore, this approach makes the writing assignment more manageable compared to Task 1.
A significant number of teachers emphasized the importance of organizing thoughts logically and using appropriate vocabulary Most teachers agreed that the task required critical thinking and judgment, with many highlighting the need to articulate opinions clearly and write in an organized manner Conversely, students predominantly identified the necessity of using suitable vocabulary when assessing the task's ease and appropriateness, while also acknowledging the importance of logically organizing their thoughts This contrast in perspectives sheds light on the differing priorities between teachers and students regarding task requirements.
RQ4 To what extent do teachers and students view IELTS Speaking and Writing tests
Speaking
Both teachers and students agreed on the effectiveness of the IELTS Speaking Test in evaluating general communication skills and its relevance for enhancing academic abilities They prioritized specific aspects of the IELTS, as indicated in statements Q27 and Q29, over language-specific concerns when expressing their level of agreement regarding statements Q26 and Q28.
According to Table 9, most respondents felt that the IELTS Speaking Test promoted the practice of interview-style questions (Q27a) Additionally, the test featured elements that motivated students to express their opinions (Q29a) and to provide prompt responses to the interviewer (Q29b).
Both teachers and students agree that face-to-face interaction with the examiner is crucial for evaluating communication skills in IELTS Speaking tasks.
Also, more than half of the participants thought the IELTS Speaking Test measured conversational ability in daily life (Q27b) Many teachers believed the IELTS Speaking
Test measures academic communication skills as shown in the statement (Q27c) As for development of academic skills (Q29), both teachers and students found preparing for
Preparing for the IELTS test enhances essential skills such as effective communication and quick thinking Most educators agree that the test also promotes the development of persuasive abilities and constructive logical reasoning.
Table 9: Teachers' and students' views on the appropriateness and usefulness of the IELTS
Total % (n= 96) Q27 IELTS Speaking for General Communication a Have an actual conversation with the examiner in the form of an interview
70 (72.92%) b It measures conversational ability in daily life 28
55 (57.29%) c It requires that you understand and judge the opinions of the other party and give a logical and convincing opinion about the question
57 (59.38%) d You will be required to use appropriate vocabulary and expressions for conversations and long turns
52 (54.16%) e You will be required to use the appropriate grammatical structure for conversation and speech
Q29 The usefulness of IELTS Speaking for developing academic skills
(thinking, judgement and expression) a You need the ability to speak so that the other person can understand your intentions
71 (73.96%) b You need the ability to think and respond quickly
71 (73.96%) c You must give a compelling opinion to the question
56 (58.33%) d You must express your opinion frankly and logically in response to the question
61 (63.54%) e You need the ability to speak in grammatically correct sentences
30 (31.23%) f Ability to use vocabulary and expressions according to the task is required
55 (57.29%) g You need the ability to use grammatical structures that are in line with the task
28 (29.17%) h You must be familiar with international current affairs
The following interview excerpts provide further insight into how the IELTS Speaking test was seen to provide opportunities for students to develop their everyday communication:
ID06: とても実用的で 日常生活に 基づいていると 思います 。
(I think that it is very practical and is based on daily life.)
By studying this, you can enhance your communication skills, particularly in English.
で話せるようになるってことですか 。
(Then, do you mean by studying this, referring to communication, you become able to speak in English?)
ID06 suggests that individuals who achieve high scores on the IELTS exam are likely to have a strong command of the English language, which is essential for success in English-speaking environments.
と暮らしていけるんじゃないかっていう気がします 。
Achieving high scores in the IELTS exam can significantly ease one's life in an English-speaking country Individuals who excel in this test are better equipped to navigate daily challenges and opportunities in environments where English is the primary language.
Many respondents highlighted that certain aspects of spoken communication were inadequately evaluated in the IELTS Speaking Test Teachers and students emphasized the importance of natural social interactions, where both participants actively engage in the conversation A university lecturer shared his perspective on IELTS's effectiveness in assessing communication skills, arguing that, as a general proficiency test, it measures the essential abilities required for success at the university level.
Upon first glance, the exam appears to be exceptionally well-constructed, leaving a strong impression of its quality It effectively assesses comprehension of the material.
In university, I believe it is essential to assess the necessary skills, and it is commendable that this is being thoroughly examined.
ことだと思いました。
The test is highly effective in assessing content comprehension, which is an essential skill for university students Properly addressing this question is crucial for evaluating students' abilities in this area.
A similar comment was made about the natural responses between two parties in a number of excerpts:
My experience taking the IELTS felt similar to a debate or discussion, highlighting the importance of articulating thoughts clearly and engaging with different viewpoints effectively.
I don't find it very useful Ultimately, it's about the conversation with the interviewer and the responses I provide.
While some questions may receive responses, they do not constitute natural communication.
The topic may not be very practical, which could limit its usefulness.
Writing
Table 10 indicates that both teachers and students largely agree on the IELTS as a suitable assessment for written communication, with most teachers and nearly half of the students selecting Q34c, and a significant number choosing Q34a Although Question 35 does not directly address the IELTS Writing Test's appropriateness for evaluating communication skills, it reflects a general consensus on its role in assessing these skills (Q35 a, b) and outlines expectations for such assessments (Q35c, d).
The findings revealed a divergence in perspectives between teachers and students regarding the effectiveness of the IELTS Writing Tests in fostering academic skills Most respondents expressed agreement on the value of the IELTS Writing assessment.
Tests prompted students to articulate their opinions in written form (Q34c) Teachers emphasized the importance of clear and logical expression in communication, while students highlighted the necessity for a diverse vocabulary and varied expressions to effectively convey their viewpoints.
Table 10: Teachers’ and students’ views on the appropriateness and usefulness of the IELTS Writing
Test for communication and academic Skills (Q34 and 36)
Total % (n= 95) Q34 IELTS Writing for general communication a Writing is one of the appropriate means of measuring communication skills
52 (54.74%) b Writing is not appropriate for measuring communication skills
19 (20%) c It is communication ability to understand and judge given questions and information, and to express one's opinion logically in writing
63 (66.32%) d It is an important communication ability to express one's opinion in writing about the current world information
Q36 The usefulness of IELTS Writing for developing academic skills
(thinking, judgement and expression) a You need the ability to write in a composition that is most easily communicated to the other party
65 (68.42%) b You need the ability to write grammatically correct sentences
38 (40%) c You need the ability to use vocabulary and expressions that are in line with the task
69 (72.63%) d You need the ability to use grammatical structures that are in line with the task
33 (34.73%) e You must give a compelling opinion to the question
64 (67.37%) f You must express your opinion frankly and logically
60 (63.18%) g Various knowledge other than English is required
50 (52.63%) h You need the ability to think and respond quickly
In responses to open-ended questions and semi-structured interviews, both teachers and students recognized the IELTS Writing Tests as a suitable assessment of communication skills They highlighted the expectations for test-takers and the skills necessary for future success, while also comparing Task 1 and Task 2 Participants provided insights on the test's appropriateness, emphasizing the requirements needed to complete it effectively.
The familiarity with a topic can significantly impact the accuracy of the content, which raises some concerns for several reasons.
Presenting specific evidence to support one's opinions is essential not only in academic contexts but also in various aspects of life.
ミュニケーション力だと思うため、とても適切なタスク。
Familiarity with a topic can sometimes affect the accuracy of the content; however, developing the ability to construct arguments supported by multiple reasons and solid evidence is essential This skill extends beyond academic settings and is a vital communication tool in everyday interactions, making it a valuable task to undertake.
(Response to the open-ended question by teacher)
In the two excerpts below, the participants commented on the appropriacy of the IELTS
The IELTS Writing Test evaluates essential communication skills through its Writing Tasks, with the first example highlighting how it measures effective communication The second example emphasizes the significance of interpreting the meaning behind each response, whether delivered through speech or written form.
Being able to express your thoughts in words allows you to effectively communicate your opinions to others.
思うのでコミュニケーションに必要な能力だと考えます。
(I consider that it is a necessary ability for communication because I think that
I can express my idea in words, and I can express my opinion to the other party.)
(Response to open-ended question by student)
Simply writing lengthy texts or speaking for extended periods does not effectively convey one's thoughts.
Effective communication requires clear and concise writing that is easily understood by the audience.
The test emphasizes the importance of writing concise and comprehensible sentences rather than merely producing lengthy texts or sharing personal opinions It highlights the necessity for individuals to articulate their thoughts clearly and effectively.
Many believed that the IELTS Writing Test requires different skills to those in their own classroom learning content as shown below
Effective writing requires strong logical structuring skills, making it essential for academic success.
ック な能力が必要かなと思う。
(As for writing, the ability to compose sentences logically is required, so I wonder if it is necessary to have a fairly high level of academic skills.)
In comparing the two writing tasks, opinions varied among respondents; some felt that Task 2 emphasized communicative skills, while others found it beneficial for future language applications The teacher highlighted that Task 2 effectively encourages students to express their personal opinions on relatable topics, fostering natural discourse.
When it comes to writing, free writing for Task 2 is essential as it allows you to express your opinions from scratch This method encourages creativity and helps in organizing thoughts effectively By starting with a blank slate, you can explore various ideas and perspectives, ultimately leading to a more coherent and compelling argument Embracing free writing not only enhances your writing skills but also boosts confidence in articulating your views.
Different definitions of communication
While Table 8 and Figure 8 show most respondents believed that IELTS Speaking and
Writing tests serve as a valuable tool for evaluating communication skills, as indicated in RQ4 However, the open-ended survey and interview responses revealed mixed opinions regarding the clarity of the communication definition provided in the survey This ambiguity is further illustrated by the results of question Q43, highlighting the diverse perspectives on what communication entails.
What do you think "emotional intelligence" entails? Please click on the relevant items.
"Communicative competence" refers to the ability to understand, judge, and express oneself effectively through speech and writing In a survey, 26 teachers emphasized that communication involves self-expression and comprehension, while the same number of students defined it as the ability to convey messages to others.
Table 11: Teachers’ and students’ definition for communication (Q43)
Total % (n= 83) a Ability to understand and judge what the other person is saying and to express one's opinion verbally or in writing logically
35 (42.17%) b Ability to communicate what you want to say to others
28 (33.74%) c Ability to have daily conversation 1
10 (12.05%) d Ability to express persuasive opinions, verbally or in writing
3 (3.61%) e Ability to think about how to effectively convey one's intentions
5 For Q43, participants were able to choose only one statement that they thought most appropriate to justify their degree of agreement asked in Q42 This is unlike Questions 17, 21, 23, 25,
In a recent survey involving 39 participants, individuals were invited to select multiple statements reflecting their level of agreement regarding the ease and suitability of the IELTS Speaking and Writing Tests Additionally, the ability to effectively deliver presentations and communicate ideas verbally was highlighted as a key skill.
A few respondents also emphasised that communication required different abilities
In response to open-ended questions, one teacher expressed frustration with the limitation of providing a single answer, asking, "Can you answer only one?" Meanwhile, another respondent indicated that all options were relevant by stating, "All of the above." These insights highlight the diverse perspectives on the essential areas needed for effective communication.
Effectively utilizing appropriate vocabulary and grammar, whether in spoken or written form, is essential depending on the audience and context of the communication.
(Ability to appropriately use vocabulary and grammar as needed (depending on the person or situation you speak to) verbally or in writing)
(Response to open-ended question by teacher)
Due to the inability to select multiple options, I will outline three key points Firstly, it is essential to effectively communicate your message verbally to the other party.
The ability to communicate effectively is essential, whether through oral presentations or written communication Being able to convey your message persuasively in front of an audience is a crucial skill Mastering these communication skills enhances your capacity to influence and engage others.
ある意見が述べられる能力」
Effective communication encompasses three key aspects: the ability to convey your message clearly to others, the skill to articulate your thoughts confidently in public settings, and the talent for expressing persuasive opinions both verbally and in writing.
Further comments in both the open-ended question responses and interview data showed that they were unsure how IELTS defined (or characterised) communication
Therefore, they found it difficult to decide whether IELTS Writing and Speaking Tests would assess communication skills appropriately, as shown in the excerpts below
The definition of communication skills is often unclear, making it challenging to accurately measure one's communication abilities.
のかどうかがわからない。
(Because the definition for "communication ability" is unclear [in this survey], it is unclear whether or not this [test] can improve communication ability.)
(Survey open-ended question by teacher)
Understanding the definition of communication skills can be challenging, making it difficult to provide a clear answer.
(It is difficult to answer because I do not know the definition of communication ability.) (Survey open-ended question by teacher)
Communication skills refer to the ability to convey information effectively through written language These skills encompass clarity, coherence, and the capacity to engage the audience, making them essential for successful interactions in both personal and professional contexts.
(In the first place, what is the communication ability here? Written communication by sentences?) (Survey open-ended response from Teacher)
The IELTS Speaking Test effectively evaluates communication skills through interactive engagement with examiners, as evidenced by several positive open-ended responses regarding the assessment process.
Meeting and communicating with others is highly valued and appreciated, showcasing the importance of interpersonal connections in our lives.
っていうのはいいと 思いますし。
(I think it's great Meet and communicate with people I think it's good that it is evaluated.) (ID12_Teacher)
Comparing to other commercial tests to make a judgement
Many respondents evaluated the suitability of IELTS for assessing communication skills by comparing it to other commercial tests like EIKEN and TOEFL They frequently referenced specific topics or questions from these tests during interviews to support their assessments.
Whether it's IELTS, Eiken, or TOEFL, obtaining a qualification is undoubtedly beneficial.
Exams assess all skills, leading to an improvement in communication abilities through dedicated study.
Preparing for qualification exams like IELTS, EIKEN, or TOEFL enhances all communication skills, making it a valuable endeavor for learners.
Indeed, if you want to measure your efforts and capabilities, it’s essential to engage in consistent practice and dedication.
I'm contemplating whether the current situation is sufficient, reflecting on societal aspects and the complexities they bring.
Effective communication skills are essential, encompassing the ability to convey messages clearly and persuasively These skills not only involve speaking but also include the capacity to listen and understand others, fostering meaningful interactions Mastering the art of communication enhances personal and professional relationships, making it a vital component for success in various aspects of life.
I want to measure the ability to perform well at work, as this skill is essential for professional growth and success.
ら、IELTSの方が、いいのかなっていうのは思います。
If you're looking to assess your communication skills, particularly for job opportunities that require such abilities, it's important to consider standardized tests like the IELTS While personal effort and self-measurement can be valuable, the IELTS provides a more reliable benchmark for evaluating your proficiency in communication.
Indeed, I believe it is challenging to evaluate solely based on individual tests.
If you have taken various tests and achieved similar band scores, it indicates that you are at an intermediate to upper-intermediate level.
I believe that the level being discussed is significant, and I think it also reflects the measurements taken by IELTS.
Many people wonder if the IELTS can be the sole measure of language proficiency However, it's clear that those who prepare thoroughly for any exam tend to achieve better results.
Many people believe that while achieving a high score on the IELTS is attainable, they find it challenging to understand the requirements for the Eiken exam.
いな人も多分いると思うので。
Measuring communication skills through a single test, like the IELTS, can be challenging A more comprehensive assessment might involve multiple types of communication tests If my scores across these tests consistently fall within the same band, I would consider myself at an intermediate or advanced level While I acknowledge that the IELTS evaluates communication skills, I question whether it fully captures my abilities on its own.
RQ5 What are teachers’ and students’ views on IELTS to replace the current
The misalignment of IELTS with the education policy
Many respondents expressed their concerns about a significant disconnect between the IELTS exam and Japan's existing English language policy, indicating that success in the IELTS test necessitates skills that are not covered in the current English curriculum.
The interview data show that both teachers and students were concerned with the linguistic and cultural knowledge required to respond both to IELTS Speaking and
According to survey results, over half of the stakeholders indicated that a diverse range of knowledge is necessary to effectively address both spoken and written topics in the IELTS test Additionally, certain aspects of the IELTS test were perceived as more challenging than the current standards for Japanese students.
In order to formulate my thoughts, I need to compare two different items, analyzing their similarities and differences.
I believe that logical reasoning skills are essential, yet my students often struggle with this concept, even in Japanese language education.
Due to a lack of training, I believe that this area may experience a breakdown.
Students need strong logical skills to effectively compare two subjects; however, many have not been educated in this area, even in their native language As a result, they may struggle and feel overwhelmed when faced with comparison tasks.
自分の母国語で解答するにも難しいような質問が含まれている。
(It contains questions that are difficult to answer even in your native language.)
(Survey open-ended question by student)
The content of the educational curriculum established by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) does not align with the expectations for Japanese high school students preparing for entrance exams.
The test is not designed to measure the content learned in school education It is specifically tailored for students who have prepared for the IELTS exam.
The introduction of IELTS as a substitute for the center exam may not address existing inequities High school students require proficiency in all four skills, yet disparities persist in access to quality education and resources.
Skills are not inherently acquired, and there is a lack of support for teachers who are responsible for providing instruction.
(It does not match the content of the course of study established by the Ministry of
The current examination system for Japanese high school students does not accurately assess their knowledge gained through formal education, particularly when it comes to the IELTS This creates an unfair advantage for those who have specifically prepared for the IELTS, while others may struggle despite their efforts Furthermore, even if the IELTS were to replace the Centre Exam, it would not guarantee that students develop the four essential language skills Additionally, there is insufficient support for teachers to effectively instruct students in these areas.
(Response to the open-ended response by student)
The disparity between the existing English curriculum and the demands of the IELTS test raises concerns among both teachers and students regarding the age and readiness of learners to tackle complex questions, even in their native language One student highlighted that these questions are deemed suitable challenges for university students, particularly as higher education expects more in-depth discussions and critical thinking.
I believe this task is challenging because it requires independent thought and the ability to articulate reasons behind one's answers.
It is common for discussions at university to address topics of this nature.
適切な難易度だと思います。
Creating original content can be challenging, especially when it requires deep thought and justification for each point However, this level of complexity is commonly encountered in university discussions, making it a suitable and relevant difficulty for academic settings.
(Survey open-ended response from student)
Equity in using IELTS to replace the current system
Equity significantly impacted respondents' perspectives on the IELTS test as a university entrance examination As indicated in Table 11, both teachers and students expressed similar opinions regarding the fairness of utilizing IELTS as an alternative to existing admission methods.
In the Centre Exam, both groups prioritized Statement d, noting that test sites are limited compared to the Centre Exam However, their focus on pricing and outcome notifications varied slightly, with teachers expressing greater concern over Statement e, which states that the price is higher than the Centre Exam, rather than Statement f.
(It takes longer to notify the results than the Centre Exam), while more students selected
In the interview responses, teachers expressed more concerns regarding costs associated with taking the IELTS, while students highlighted issues related to the delayed release of outcomes Overall, the feedback revealed a predominance of negative sentiments towards the financial implications of the IELTS examination.
Several teachers expressed concerns that costs create a divide among students, impacting the number of test-takers in Japan They highlighted that affordability plays a crucial role in students' ability to participate in assessments, emphasizing the need for equitable access to educational resources.
The exam itself is excellent, and I have no objections to its implementation; however, the cost aspect remains a significant concern.
The cost of the treatment is approximately 30,000 yen per session, making it an option that is not feasible for frequent visits.
Wealthy individuals often find themselves in advantageous situations.
While the test is beneficial and I support its introduction, I have concerns about the associated costs Priced at approximately 30,000 yen per test, it is not feasible for students to take it multiple times This financial barrier means that those with more financial resources will continue to have an advantage.
A secondary teacher highlighted that the IELTS examination incurs additional costs, such as specialized cram school tuition and travel expenses for those going abroad Consequently, preparing for and taking the IELTS test can become a significant financial burden for many individuals.
The difference between children who can communicate and those who cannot is significant, highlighting the importance of specialized support and intervention.
Children who attend prestigious tutoring schools or have the financial means to study abroad often develop unique skills and experiences These opportunities contribute to their growth and perspective, distinguishing them from their peers.
Children who do not engage in school activities often struggle to develop essential social skills and experiences, which can hinder their overall growth and integration within the educational environment.
The disparity between children who can speak and those who cannot often stems from their environments; children who thrive in fortunate circumstances, such as attending specialized cram schools and having the means to travel abroad, are at a distinct advantage Unfortunately, this reality highlights the challenges in supporting students who lack access to these beneficial opportunities.
Some educators expressed concerns about the additional resources needed to evaluate students' English proficiency levels effectively One teacher highlighted that the time required for grading open-response items would be excessive, emphasizing the challenges of timely assessment in this context.
Excessive human effort is required; however, it is possible to eliminate considerations of pure labor while still addressing the examination subjects effectively.
Issues with how students would be marked consistently
As shown in the statement f, in Table 13 above, some teachers and students expressed their concerns with the IELTS marking process, which would be different to the Centre
A study involving 26 participants, including 14 teachers and 12 students, revealed that many students found the IELTS exam's notification process for test outcomes to be slower than expected The students expressed concerns about the difficulty of consistently marking open-ended responses with multiple options Additionally, they perceived individual differences as an unfair variable impacting their test results.
順位を機械的につけるのに向いていない。
(Not suitable for ranking mechanically.)
(Response to the open-ended question by student)
Assessing expressive abilities fairly is extremely challenging.
(I think it is extremely difficult to score the skills to use such expressions fairly.)
(Response to the open-ended question by student)
Due to individual differences in responses, the grading criteria are not uniform, making the evaluation process more complex and time-consuming.
(The scoring criteria are not uniform because there are individual differences in the answers It takes time and effort in an interview format.)
(Response to the open response by student)
A teacher highlighted the marking criteria for the four skills evaluated in the current Centre Exam, noting that the multiple bands used to assess various components of the IELTS speaking test are perceived as subjective and potentially unjust.
Speaking skills are challenging to measure accurately, which is why it's essential to consider multiple external exam band scales in the current context.
It may be necessary to rely on certain methods; however, the question remains whether this can ensure fairness in university entrance examinations.
どうか、という面においては現状では不透明ではある。
Assessing the remaining speaking test poses challenges, leading to the likelihood of multiple external test band scales However, it remains uncertain whether this approach can guarantee fairness in university entrance examinations.
(Response to the open-ended question by teacher).
IELTS could potentially become an alternative test in the future
A survey and interview data indicated that most respondents regarded IELTS as a "superior" test, yet raised concerns regarding various aspects of education and training The findings highlighted that many teachers emphasized the significance of time when considering the introduction of proficiency tests like IELTS as alternative assessments in Japan.
Over 50% of respondents viewed IELTS as a viable alternative test, and some educators expressed their perspectives on how IELTS could evolve into an alternative Center Exam through various changes over time.
There is a pressing need for reform in Japan's educational policy, particularly concerning the curriculum and classroom environment Teachers recognize that the IELTS evaluates various aspects of communication and academic skills, highlighting the importance of adopting more student-centered, communicative methods in Japanese classrooms This shift is essential for enhancing students' speaking and writing abilities in preparation for the IELTS test One teacher emphasized the necessity of gradual changes to help Japanese students meet evolving expectations for general English communication.
Proceed carefully and take your time; gradual changes are necessary to ensure that the team on-site can adapt effectively.
んし、生徒も地域も対応でき ないと思います 。
Teachers cannot effectively manage change unless it occurs gradually and thoughtfully, allowing both students and the community to adapt.
Another teacher believed that a reduced number of students in each class would make a difference:
The goal is to transform the approach to entrance examinations, thereby altering the methods of learning in high schools.
An effective educational policy could involve limiting English class sizes to fewer than 15 students This approach aims to enhance personalized learning and improve student engagement By fostering a more intimate classroom environment, educators can better address individual needs and facilitate meaningful interactions Ultimately, smaller class sizes may lead to improved academic outcomes and a more supportive learning atmosphere.
It is essential to invest time and money in educational administration, including budget measures, to effectively address these issues.
Changing the outcome does not necessarily alter the process; instead, it may increase the number of individuals who suffer during that process.
るだけであり、その過程も含めての政策が必要だと思う。
The examination reform aims to transform learning in senior high schools by altering entrance examination methods However, to achieve meaningful change, educational policies should ensure English class sizes are limited to 15 students or fewer Additionally, investments in educational administration, including budgetary measures, are essential Merely changing outcomes without addressing the underlying processes can lead to increased challenges for students Therefore, it is crucial to implement policies that encompass both the educational process and its outcomes.
A few teachers also suggested that schools should introduce different classes that specialise in different areas of English communication, as shown in the excerpt below from a secondary school teacher:
Yes, indeed Schools with a well-structured curriculum place a strong emphasis on advancing speaking lessons effectively.
Schools can create dedicated debate classes that incorporate English conversation and debate bridging, enhancing students' communication skills and critical thinking.
While some schools excel in offering speaking opportunities, it's essential to recognize that even those that may not have the same resources can still provide valuable speaking experiences.
The significance of engaging in activities is remarkably similar across different contexts, highlighting that even simple conversations can carry substantial meaning and depth.
It is important to engage in meaningful conversations and enhance writing skills effectively Adopting a more structured approach to dialogue and writing can lead to improved communication and clarity.
Familiarity (RQ1)
The initial research question focused on the participants' familiarity with the IELTS exam As highlighted in this report, IELTS is generally less recognized in Japan compared to other commercial tests, making it crucial to assess the participants' awareness before gathering their perspectives on the Speaking component.
The investigation into writing test tasks, as outlined in Research Questions 2 to 5, revealed findings that diverged from previous studies on the influence of IELTS as an entrance exam requirement, such as those by Hyatt and Brooks (2006) This suggests that the sociocultural context of learning plays a significant role in shaping these outcomes.
The familiarity with IELTS in Japan varies significantly between teachers and students, primarily influenced by teachers' overseas study experiences and knowledge of recent MEXT initiatives aimed at reforming university entrance examinations While teachers are generally more acquainted with IELTS, students tend to only recognize its relevance if they intend to study abroad or travel on a working holiday visa Consequently, most students do not perceive an immediate necessity to learn about IELTS or other commercial tests.
Similar to the findings of Hyatt and Brooks (2006), respondents in the current study expressed unfamiliarity with certain testing processes and requirements The results indicated that teachers had a better understanding of the Writing Test tasks compared to the Speaking Test components Additionally, the origin of the test, whether developed in Japan or elsewhere, influenced teachers' familiarity with commercial tests Notably, all participants, including both teachers and students, identified 'EIKEN' as their primary reference for commercial tests aside from IELTS, along with newer tests like GTEC developed in Japan.
TEAP were found to be relatively familiar among many of the teacher participants
The familiarity with GTEC among educators may stem from the promotional efforts surrounding the test, such as its availability at no cost to all students in the region, which was highlighted by a secondary school teacher's experience.
This was the same for TOEFL, as one prefecture has provided an opportunity to take a
TOEFL test for free to students at selective schools (ID04_Secondary school teacher)
The TEAP, developed by the EIKEN Foundation of Japan in collaboration with a private university, has led students to believe that taking the TEAP is essential for admission to that university, as noted by a secondary school teacher Additionally, the limited availability of mock tests and practice books for the IELTS in Japan may contribute to its relative unfamiliarity among students.
Difficulty and appropriateness (RQ2 and 3)
We explored participants' views on the difficulty of the IELTS test and its effectiveness in evaluating communication skills, specifically focusing on the Speaking and Writing Test Tasks.
The questionnaire survey revealed consistent evaluations of the difficulty level and topic appropriateness among test-takers, highlighting the language skills required for task completion in assessing communication abilities across different groups.
Previous studies, including those by Coleman et al (2003) and Rea-Dickins et al., indicate that the differences in perceptions of proficiency tests between teachers and students, as well as between speaking and writing modes, are minimal.
(2007), which both included the perceptions of different stakeholders
Participants highlighted challenges in Speaking and Writing tasks due to unfamiliarity and inexperience While many found Speaking tasks manageable, citing the familiarity of topics and language, they noted the need for additional skills to succeed Teachers observed that some students struggled to express their opinions, even in their native language, and students acknowledged their difficulty in managing public speaking anxiety.
Teachers and students identified key areas of focus regarding the task requirements for Parts 2 and 3, emphasizing the importance of persuasiveness and logical expression of opinions Some students expressed concerns about the lengthy speaking time relative to the limited preparation period These issues highlighted an unbalanced emphasis on the four skills in class instruction, as supported by Green’s extensive survey findings.
In Japanese high school English classes, there is a significant emphasis on reading skills, likely influenced by the university entrance examination that focuses solely on listening and reading One teacher expressed concerns that even with planned speaking practice, young adolescents may feel too embarrassed to communicate in English when they can easily converse in Japanese Additionally, he noted that public speaking is not widely valued in everyday Japanese culture.
Due to these reasons, in response to RQ5 the majority of respondents believed that
IELTS should not serve as a replacement for the Centre Exam, as many students found Writing Task 2 more manageable due to prior experience in high school Concerns regarding the subjectivity of the marking scheme echo findings by Hyatt and Brooks (2006), where both teachers and students felt that writing performance could vary significantly based on the examiner's interpretation of the rubrics.
A small group of pre-service teachers who studied proficiency tests provided further evidence that familiarity with the IELTS influenced their perceptions They participated in a survey both before and after taking the IELTS test, which allowed them to assess the difficulty level of the exam.
Speaking Test decreased slightly, and more students were found to be favourable to the appropriateness of the test after taking the test In contrast, their difficulty rating on the
Writing Test increased slightly, but as for the Speaking test, the appropriateness rating increased after the test
The survey results from pre-service teachers were not incorporated into the main study due to differences in the survey format compared to the one used in the primary research.
Appropriacy of IELTS to assess communication skills (RQ4)
Participants largely concurred that the IELTS test effectively assesses general communication skills in speaking and writing Notably, the ratings of seven pre-service teachers regarding the IELTS test's suitability for evaluating communication skills improved following the test However, opinions varied on the relevance of the test tasks to the skills necessary for academic communication.
Recent IELTS studies align with previous research, indicating that candidates believe the IELTS Academic Writing tasks effectively reflect the writing skills needed for academic and professional contexts (Knoch et al., 2016) Additionally, these findings are consistent with IELTS predictive validity research, which has not established a definitive correlation between writing band scores and university GPAs (Humphreys et al., 2012).
The respondents' perceptions of communication significantly impacted their evaluations of the IELTS Speaking and Writing assessments in terms of their effectiveness for enhancing both everyday and academic communication skills.
The two groups focused on different features of the tests, which were aligned with their general understanding of communication For example, as shown in the findings for
In RQ4, teachers emphasized the importance of understanding, judging, and expressing opinions, while students prioritized speaking with others This divergence in perspectives affected their interpretations of the IELTS Speaking and Writing tests as measures of communication skills Teachers highlighted gaps in the existing curriculum that hindered the development of students' communicative competence, whereas students expressed anxiety about answering certain questions, particularly during the IELTS Speaking Test.
Many respondents recognized that IELTS evaluates not only language proficiency but also the ability to express opinions effectively While some emphasized the importance of general communication skills in both their native and second languages, a significant number of students focused solely on IELTS preparation for specific purposes, such as travel or employment opportunities.
One student contemplated taking the IELTS test to enhance future opportunities, echoing findings from Moore et al (2012), where many participants aimed to acquire additional skills, such as global knowledge, through the exam.
The IELTS test as an alternative to the Centre Exam (RQ5)
Many perceive IELTS as a superior assessment of language skills; however, concerns arise regarding its viability as an alternative to Japan's Centre Exam, primarily due to existing educational policies and curriculum Survey results revealed that 44.82% of teachers and students deemed IELTS too challenging for this purpose Participants highlighted the high stakes of the Centre Exam and suggested that educational reforms could gradually position IELTS as a viable alternative Key issues of equity and the current educational gap further underscore the consequential validity of IELTS in this context.
Recent studies, including Yokouchi (2019) and Butler and Lino (2019), highlight significant equity concerns in education Yokouchi (2019) reveals that the high costs associated with the IELTS exam pose a barrier for many Japanese students, who perceive it as more than just a proficiency test Consequently, these financial challenges may adversely affect students' proficiency levels.
Interviews conducted in this study revealed that both teachers and students emphasized the importance of preparing for and taking the IELTS exam, highlighting the need for further development in language skills and general communication The responses indicated varying attitudes and motivational levels among the participants regarding their English learning journey.
The IELTS proficiency test is primarily utilized in Japan to facilitate overseas travel and employment opportunities, reflecting Peirce's (1995) concept of investment, where individuals dedicate both time and financial resources to achieve higher scores This sentiment is echoed by Moore et al (2012), who noted that many students in Cambodia also perceive the costs associated with the test as prohibitively high.
The administration process was another area that students focused on, as the examination dates for IELTS differed from NET As shown in RQ3 regarding the IELTS
Writing Test, many students were concerned about the marking process and whether the process was fair for all students These issues were also raised in Butler and Lino
(2019) as they emphasised the need for a double-marking system to measure students’ language abilities in a fair manner
The current gap between what is tested in IELTS and the current English curriculum in
Japanese students and teachers face significant challenges, particularly regarding the IELTS test, which evaluates more than just language proficiency Many educators have expressed concerns about the insufficient training provided for both teachers and students As highlighted in RQ4, strong general communication skills in both English and Japanese are essential for success in the test and beyond.
IELTS Speaking and Writing Tests Their responses provide further insights into the social consequences of IELTS in the current testing environment, which was also discussed in
Saville and Hawkey (2004), who gained constructive feedback on the development of
IELTS teaching and preparation material.
Washback (RQs 4 and 5)
Given that washback relates to the effect that a test has on learning and teaching
The current study highlights the significant impact of the IELTS test on the learning priorities of Japanese high school students and their teachers' preparation methods Findings suggest that students often feel unprepared to discuss certain topics in the IELTS Speaking and Writing Tests without targeted preparation, aligning with previous research Furthermore, candidates express a preference for IELTS-specific preparation courses over general language instruction Given that the effect of washback is influenced by a test's perceived importance, it is reasonable to anticipate that if the IELTS is adopted as a high-stakes exam for university admissions, it could profoundly affect teaching and learning practices in Japan.
The Centre Exam's focus on listening and reading skills has created a washback effect, prioritizing these areas in Japanese high school language classrooms Although the proposed implementation of a four-skills test like IELTS aims to enhance English language pedagogy in Japan, its actual impact remains uncertain This uncertainty arises from the potential neglect of writing and speaking skills, as teachers and students may concentrate on test performance rather than communicative competence, similar to findings from Qi (2007) regarding high-stakes testing in China Consequently, the pursuit of high test scores may hinder the intended improvements in educational practices with the introduction of IELTS as a university entrance exam.
Limitations and areas for further research
It is worth noting that this study focused on just one large-scale English language test
The study offers valuable insights into the use of IELTS within Japan's educational context; however, its small sample size limits the generalizability of the findings The participants do not fully represent the broader population of high school IELTS test-takers and their teachers in Japan Future research in diverse locations could provide a more accurate depiction of this demographic Additionally, the study does not fully capture test-taker perceptions of the new computer-delivered IELTS format, highlighting another area for further investigation.
IELTS test were not specifically investigated, as it was not yet being administered on a large scale when the study was conducted
Further areas for research might involve employing a more focused research design, with a group of participants being asked to reflect upon just one administration of one
The IELTS test conducted at a Japanese test centre allows for the immediate collection of participants' impressions post-examination, facilitating a comparison with their actual test performance This approach provides valuable insights into the perceptions of language testing from a layperson's perspective, offering test developers critical information to enhance the testing process.
Related to this, the experience of taking the paper-based and computer-delivered versions of the IELTS test could also be compared.
Concluding remarks
This study highlights the significance of incorporating teacher and student perspectives in the evaluation of commercial English language tests for assessing language proficiency and guiding academic decisions Utilizing a multi-method research design, it provides valuable insights into the perceptions of high-stakes English language assessments, which are poised for broader implementation in Japan's university entrance processes.
Stakeholder judgments play a crucial role in assessing the validity of a test, influencing its impact on students, teachers, the curriculum, and society The insights gathered and analyzed in this study significantly enhance the existing literature on test validation Furthermore, these findings provide valuable information for administrators and test owners, contributing to more effective decision-making.
Large-scale English language tests serve as an effective and convenient method for evaluating candidates' language proficiency, helping universities determine if applicants meet the necessary minimum requirements.
The IELTS test significantly influences both learners' study choices and teachers' instructional methods, creating a washback effect on English language education A misalignment between the skills assessed in the IELTS and the current Japanese English curriculum may lead to an overemphasis on test-taking strategies, detracting from the essential communicative skills that a comprehensive four-skills test aims to promote.
Institutions and policies utilizing test scores like IELTS as a gatekeeping mechanism must recognize the realities of candidates' experiences It is essential to provide adequate time for both teachers and students to adapt to new language proficiency requirements.
In conclusion, IELTS would be an appropriate test for Japanese students only after the
Allen, D (2017) Investigating Japanese undergraduates' English language proficiency with IELTS: Predicting factors and washback IELTS Partnership Research Reports,
No 2, 2–56 IELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia
Andrews, S (2004) Washback and curriculum innovation In L Cheng, Y Watanabe
& A Curtis (Eds.), Washback in language testing (pp 37–50) Lawrence Erlbaum:
Australian Bureau of Statistics (2011) International students, Australian Social
Trends, Dec 2011 from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102
Australian Government (2016) Research Snapshot: International student numbers
2015 Department of Education and Training: Data and Research From https:// internationaleducation.gov.au/research/research-snapshots/pages/default.aspx
Australian Government (2018) International student data monthly summary Department of Education and Training: Data and Research From https://internationaleducation.gov. au/research/International-Student-Data/Documents/MONTHLY%20SUMMARIES/2018/
Badger, R., & Yan, X (2012) The use of tactics and strategies by Chinese students in the listening component of IELTS In L Taylor & C J Weir (Eds.), IELTS Collected Papers
2: Research in Reading and Listening Assessment, Volume 2 (Vol 32) Cambridge, UK:
Butler, Y., & Lino, M (October, 2019) Fairness in College Exams in Japan and the
Planned Use of External Tests in English Paper presented at The 6th International
Conference of the Asian Association for Language Assessment, Hanoi, Vietnam
Coleman, D., Starfield, S., & Hagan, A (2003) The attitudes of IELTS stakeholders:
Student and staff perceptions of IELTS in Australian, UK and Chinese tertiary institutions IELTS Research Reports, Volume 5, 161–235 Canberra: IELTS Australia and
Dooey, P., & Oliver, R (2002) An investigation into the predictive validity of the IELTS Test as an indicator of future academic success Prospect, 17(1), 36–54
Feast, V (2002) The impact of IELTS scores on performance at university International
GMAC (2016) About the GMAT exam Retrieved from http://www.mba.com/us/the-gmat- exam/about-the-gmat-exam/schools-value-the-gmat.aspx
Green, A (2007) Washback to learning outcomes: a comparative study of IELTS preparation and university pre-sessional language courses Assessment in Education:
Heigham, J., & Croker, R A (2009) Qualitative Research in Applied Linguistics:
A Practical Introduction Houndmills, Basingstoke, Hampshire [England] New York:
Hughes, A (2003) Testing for Language Teachers Cambridge; New York: Cambridge
Humphreys, M P., Haugh, M., Fenton-Smith, B., Lobo, A., Michael, R., &
Walkinshaw, I (2012) Tracking international students’ English proficiency over the first semester of undergraduate study IELTS Research Reports Online Series,
No 1 Canberra: IELTS Australia and London: British Council
Hyatt, D (2013) Stakeholders’ perceptions of IELTS as an entry requirement for higher education in the UK Journal of Further and Higher Education, 37(6), 844–863 doi: 10.1080/0309877X.2012.684043
Hyatt, D., & Brooks, G (2009) Investigating stakeholders’ perceptions of IELTS as an entry requirement for higher education in the UK IELTS Research Reports, Volume 10,
17–68 Canberra: IELTS Australia and London: British Council
Knoch, U., May, L., Macqueen, S., Pill, J., & Storch, N (2016) Transitioning from university to the workplace: Stakeholder perceptions of academic and professional writing demands IELTS Research Reports Online Series (1), 1–37 Canberra: IELTS
Australia and London: British Council
Koys, D (2009) GMAT versus alternatives: Predictive validity evidence from central
Europe and the Middle East Journal of Education for Business, 85(3), 180–185 doi:10.1080/08832320903258618
Koys, D (2010) The Validity of the Graduate Management Admissions Test for Non-U.S
Students Journal of Education for Business, 80 (4), 236–239
Kramer, A W M., Jansen, J J M., Zuithoff, P., Düsman, H., Tan, L H C., Grol, R P T M.,
& Van Der Vleuten, C P M (2002), Predictive validity of a written knowledge test of skills for an OSCE in postgraduate training for general practice Medical Education,
IELTS (2007) The IELTS Handbook 2007 Cambridge: UCLES, The British Council, IDP:
IELTS (2013) Guide for Teachers: Introducing IELTS, from test format and scoring through to preparing students for the test Cambridge: UCLES, The British Council, IELTS
IELTS (2015) What is IELTS? Retrieved 4 June 2015, from http://takeielts.britishcouncil. org/choose-ielts/what-ielts
IELTS (2017) Common European Framework of Reference for Languages Retrieved
27 June 2017, from https://www.ielts.org/ielts-for-organisations/common-european- framework
Lee, Y., & Greene, J (2007) The predictive validity of an ESL placement test:
A mixed methods approach Journal of Mixed Methods Research, 1(4), 366–389 doi:10.1177/1558689807306148
A multiple case study by Lloyd-Jones, Neame, and Medaney (2012) examines the correlation between indicators of English language competence upon entry and subsequent academic progress of students at an international postgraduate university The research highlights the significance of language proficiency in influencing academic success, particularly in IELTS contexts Understanding these relationships can help educational institutions enhance support for non-native English speakers, ultimately improving their academic outcomes.
Research Reports, Vol 11(3) Canberra: IDP: IELTS Australia and London: British Council
Mickan, P & Motteram, J (2009) The preparation practice of IELTS Candidates: Case studies IELTS Research Reports, Vol 10, 1–39 (Ed J Osborne.) Canberra: IELTS
Australia and London: British Council.
Moore, S., Mahony, P., & Stroupe, R (2012) Perceptions of IELTS in Cambodia: A case study of test impact in a small developing country IELTS Research Reports, Vol 13, 1
Canberra: IDP: IELTS Australia and London: British Council.
Moore, T., & Morton, J (2005) Dimensions of difference: a comparison of university writing and IELTS Writing Journal of English for Academic Purposes, 4(1), 43–66 doi: 10.1016/j.jeap.2004.02.001
Moore, T., & Morton, J (2007) Authenticity in the IELTS Academic Module Writing test: a comparative study of Task 2 items and university assignments In L Taylor & P Falvey
(Eds.), IELTS Collected Papers (Vol 19, pp 197–249) Cambridge; New York: Cambridge
Nunan, D (2001) English as a global language TESOL Quarterly, 35(4), 605–606 doi:
OECD Publishing (2014) Education at a Glance 2014: OECD Indicators Paris: OECD
OECD (2014), International Migration Outlook 2014, OECD Publishing, Paris From: https://doi.org/10.1787/migr_outlook-2014-en.
Oliver, R., Vanderford, S., & Grote, E (2012) Evidence of English language proficiency and academic achievement of non-English-speaking background students Higher
Pillar, G W (2011) A Framework for Testing Communicative Competence The Round
Table: Partium Journal of English Studies, 2(1), 24–37
Qi, L (2007) Is testing an efficient agent for pedagogical change? Examining the intended washback of the writing task in a high-stakes English test in China
The study by Rao et al (2003) evaluates the effectiveness of IELTS preparation programs on candidates' performance in the general training reading and writing test modules Published in IELTS Research Reports, Volume 5, this research highlights the significance of targeted preparation in enhancing test outcomes The findings contribute valuable insights for educators and institutions involved in IELTS training, emphasizing the need for structured programs to improve candidate success rates.
Rea-Dickins, P., Kiely, R., & Yu, G (2007) Student identity, learning and progression:
The affective and academic impact of IELTS on ‘successful’ candidates IELTS Research
Reports, Volume 7, 59–136 Canberra: IELTS Australia and London: British Council
Sasaki, M (2018a) Application of diffusion of innovation theory to educational accountability: the case of EFL education in Japan Language Testing in Asia, 8(1) https://doi.org/10.1186/s40468-017-0052-1
Saville, N., & Hawkey, R (2004) The IELTS impact study: Investigating washback on teaching materials Washback in language testing: Research contexts and methods,
Schoepp, K., & Garinger, D (2016) IELTS and academic success in higher education:
A UAE perspective International Journal of Applied Linguistics and English Literature,
Sireci, S G., & Talento-Miller, E (2006) Evaluating the predictive validity of Graduate
Management Admission Test scores Educational and Psychological Measurement,
Talento-Miller, E (2008) Generalizability of GMAT validity to programs outside the U.S
International Journal of Testing, 8(2), 127–142 doi:10.1080/15305050802001193
Taylor, L (2005) Washback and impact ELT Journal, 59(2), 154–155
University of Queensland (2015) English language requirements UQ International
Retrieved 6 June 2015, from http://www.uq.edu.au/international-students/english- languagerequirements
Wainer, H., & Braun, H I (2013) Test validity Routledge
Watanabe, Y (2004) Methodology in washback studies In L Cheng, Y J Watanabe,
& A Curtis (Eds.), Washback in language testing: Research contexts and methods
Woodrow, L (2006) Academic Success of International Postgraduate Education
Students and the Role of English Proficiency University of Sydney Papers in TESOL,
Yokouchi, Y (2019) Fairness of the New Entrance Examination for Universities in Japan in Terms of Test site Capacity and Household Burden Poster presented at The 6th
International Conference of the Asian Association for Language Assessment, Hanoi,
Yang, Y., & Badger, R (2015) How IELTS preparation courses support students: IELTS and academic socialisation Journal of further and Higher Education, 39(4), 438–528 doi:10.1080/0309877X.2014.953463
Yucel, M., & Iwashita, N (2016) The IELTS roller coaster: Stories of hope, stress, success, and despair In Dwyer, R & E Emerald (Eds) Storied Worlds: Narrative
Research in Practice Singapore: Springer.
Yucel, M (2020) Living with IELTS: The Stories of IELTS Test Candidates (Unpublished doctoral dissertation), The University of Queensland, Brisbane, Australia.
Zierke, O (2014) Predictive validity of knowledge tests for pilot training outcome
Aviation Psychology and Applied Human Factors, 4(2), 98–105 doi:10.1027/2192-0923/a000061
Appendix A: Teachers' and students' biodata
ID Teacher or Student Teaching experience
If you agree to participate in the survey and provide your data, please click "I agree."
下さい。 If you agree to participate and supply data, please click on ʻAgreedʼ
Background に関する質問
2 性別 Gender 男性Male 女性 Female
15-20 歳yrs old 41-45 歳yrs old
21-25 歳yrs old 46-50歳yrs old
26-30 歳yrs old 51-55歳yrs old
31-35 歳yrs old 56-60歳yrs old
36-40 歳yrs old 61歳以上yrs old above
学生 Student 教員 Teacher
その他（具体的にご記入下さい。）Other (Please specify)
Currently, are you teaching at a middle school or high school? This inquiry is directed exclusively towards educators.
5 大学ですか。Do you teach at junior or senior high school or university?
中学 Junior high school 高校 Senior high school
中学と高校（中高一貫校） Junior and senior integrated school
6 教員の方のみTeacher only -英語教員歴を教えて下さい。
Please tell us your teaching experience
Teachers currently employed at middle schools, high schools, or universities are encouraged to specify the region where their institution is located.
ますか。Where is your school/university is located?
• 三大都市（東京、大阪、名古屋）
Three major metropolitan cities (Tokyo, Osaka and Nagoya)
Regional central cities in Japan include Sapporo in Hokkaido, Sendai in Miyagi, Hiroshima in Hiroshima Prefecture, and Fukuoka in Fukuoka Prefecture These cities play a crucial role in regional development and serve as economic and cultural hubs within their respective areas.
Regional central city (Sapporo city (Hokkaido), Sendai City (Miyagi prefecture),
Hiroshima city (Hiroshima prefecture), Fukuoka city (Fukuoka prefecture)
Regional core cities are the prefectural capitals located in areas outside of the three major metropolitan regions, specifically excluding Sapporo, Sendai, Hiroshima, and Fukuoka.
および人口が概ね30万人以上の都市。
Regional core cities are defined as urban areas located outside the three major metropolitan regions of Japan These cities, which serve as prefectural capitals, have a population of around 300,000 or more, excluding Fukuoka, Sendai, and Hiroshima.
• 地方中心都市：地方圏において生活圏の中心で人口10万人程度 Regional center city:
Population of about 100,000 in the center of the living area in the rural area
Local small and medium-sized cities are defined as urban areas with a population of approximately 50,000 residents or fewer, situated in rural regions These cities play a crucial role in the socio-economic landscape of their respective areas, often serving as vital hubs for local commerce and community activities Their unique characteristics contribute to the preservation of local culture and provide essential services to surrounding populations Understanding the dynamics of these cities is essential for effective regional planning and development strategies.
Teachers currently employed at middle schools, high schools, or universities are categorized under specific educational institutions.
りますか。この後、Q12に進んで下さい。
Which category does your school/university apply?
Public Prefectural, prefectural, metropolitan, prefectural, municipal
9 学生のみ Student only - 差し支えなければ大学名を記入して下さい。
If you donʼt mind, please write the name of the university where you study
10 学生のみStudent only - 差し支えなければ 学部名を記入して下さい。
If you donʼt mind, please write the name of the faculty you belong to
11 学生のみStudent only - 差し支えなければ 学科名を記入して下さい。
If you donʼt mind please write the name of the department you belong to
12 留学したことがありますか。Have you ever studied overseas?
13 どこの国に留学しましたか。Which country did you study?
アメリカ USA 、カナダ Canada、イギリス UK、オーストラリア Australia、
ニュージーランド New Zealand、その他 Other