|
Rounds and
Researchers
|
Research Title
|
IELTS publications
|
|
Round 1
1995
|
|
|
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Annie Brown and Kathryn Hill, The
University of Melbourne, Australia
|
Interviewer style and
candidate performance in the IELTS Oral Interview
|
IELTS RR 1
SILT 19
|
|
Clare McDowell and Brent
Merrylees, LTC Language and Testing
Consultants Pty Ltd, Australia
|
Survey of receiving
institutions’ use and attitude towards IELTS
|
IELTS RR 1
|
|
Fiona Cotton and Frank Conrow, The
University of Tasmania, Australia
|
An investigation of the
predictive validity of IELTS amongst a sample of international
students at the University of Tasmania
|
IELTS RR 1
|
|
James D H Brown, The University of
Melbourne, Australia
|
An investigation into
approaches to IELTS preparation with a particular focus on the
Academic Writing component
|
IELTS RR 1
|
|
Magdalena Mok, Nick Parr, Tony Lee and Elaine
Wylie, Griffith University, Australia
|
A comparative study of
IELTS and Access Test results
|
IELTS RR 1
|
|
Gayle Coleman and Stephen Heap, The
University of Queensland, Australia
|
The misinterpretation
of directions for questions in the Academic Reading and
Listening sub-tests of the IELTS Test
|
IELTS RR 1
|
|
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Top
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Round 2
1996
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Kathryn Hill, Neomy Storch and Brian
Lynch, The University of Melbourne, Australia
|
A
comparison of IELTS and TOEFL as predictors of academic
success
|
IELTS RR2
|
|
Brent
Merrylees, LTC Language and Testing
Consultants Pty Ltd, Australia
|
A survey of examiner
attitudes and behaviour in the IELTS Oral Interview
|
IELTS RR 2
SiLT 19
|
|
Cynthia Celestine and Cheah Su
Ming, IDP Education Australia
|
An investigation of
background disciplines on IELTS scores
|
IELTS RR 2
|
|
Tim Moore, Monash
University, Australia; and Janne Morton, The
University of Melbourne, Australia
|
Authenticity in the
IELTS Academic Module Writing Test: a comparative study of Task 2
items and university assignments
|
IELTS RR2
SiLT 19
|
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Back to
Top
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Round 3
1997
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Annie Brown, The University of
Melbourne, Australia
|
An investigation of the
rating process in the IELTS Oral Interview
|
IELTS RR 3
SILT 19
|
|
Clare McDowell, Australian Research
and Testing Services, Australia
|
Monitoring IELTS
examiner training effectiveness
|
IELTS RR 3
|
|
Carol Gibson, Stephen Slater, The
University of South Australia;and Peter Mickan, The
University of Adelaide, Australia
|
A study of the response
validity of the IELTS Writing Module
|
IELTS RR 3
|
|
Kieran O’Loughlin, The University of
Melbourne, Australia
|
An investigation of the
role of gender in the IELTS Oral Interview
|
IELTS RR 3
SiLT 19
|
|
Mary Kerstjens and Caryn Nery, RMIT
University, Australia
|
Predictive validity in
the IELTS Test; a study of the relationship between minimum IELTS
scores and students’ academic success
|
IELTS RR 3
|
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Top
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Round 4
1998
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|
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Barbara Mayor, Ann Hewings, Joan Swann, and
Caroline Coffin,The Open University, UK
|
A linguistic analysis of Chinese and Greek L1 scripts for IELTS
Academic Writing Task 2
|
SiLT 19
|
|
Brent
Merrylees, LTC Language and Testing
Consultants Pty Ltd, Australia
|
An impact study of two
IELTS user groups: candidates who sit the test for immigration
purposes and candidates who sit the test for secondary education
purposes
|
IELTS RR 4
|
|
Rae Everett and Judy Coleman,The
University of New England, Australia
|
A critical analysis of
selected IELTS preparation materials
|
IELTS RR 5
|
|
Peter Mickan, Adelaide
University, Australia; and Stephen
Slater, Heian Jogakuin University, Japan
|
Text analysis and the
assessment of Academic Writing.
|
IELTS RR 4
|
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Back to
Top
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Round 5
1999
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Annie Brown, The University of
Melbourne, Australia
|
Legibility and the
rating of second language writing: An investigation of the rating
of handwritten and word processed IELTS Task 2 essays
|
IELTS RR 4
|
|
Chris Kennedy and Dilys Thorp, The
University of Birmingham, UK
|
A Corpus-based Investigation of linguistic responses to an IELTS
Academic Writing Task
|
SiLT 19
|
|
John
Read, Victoria University of
Wellington;and Belinda Hayes,
Auckland University of Technology, New
Zealand
|
The impact of IELTS on
preparation for academic study in New Zealand
|
IELTS RR 4
|
|
Kieran O’Loughlin, The University of
Melbourne; and Gillian Wigglesworth, Macquarie
University, Australia
|
Investigating task
design in Academic Writing prompts
|
IELTS RR 4
SiLT 19
|
|
Clare Furneaux and Mark Rignall,The
University of Reading, UK
|
The effect of standardisation training on rater judgements for the
IELTS Writing Module
|
SiLT 19
|
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Back to
Top
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Round 6
2000
|
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Barry O’Sullivan and Mark
Rignall, The University of Reading, UK
|
Assessing the value of bias analysis feedback to raters for the
IELTS Writing Module
|
SiLT 19
|
|
Catherine Elder, The University of
Auckland; and Kieran O’Loughlin, The University
of Melbourne, Australia
|
Investigating the
relationship between intensive English language study and band
score gain on IELTS
|
IELTS RR 4
|
|
Chris Kennedy and Dilys Thorp,The
University of Birmingham, UK
|
Investigation of linguistic output of
General Training Writing Task 2
|
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Cynthia Celestine, Cheah Su Ming, Geetha
Rajaratnam, IDP Education Australia Malaysia; and
Norazina Ismail, The University of Malaysia
|
A comparative study of
IELTS to ascertain its viability for the Malaysia private secondary
school market
|
IELTS RR 5
|
|
Cyril Weir and Anthony Green,The
University of Surrey Roehampton, UK
|
Monitoring score gain on the IELTS
Academic Writing Module in EAP programmes of varying
duration
|
RN 16
|
|
Peter Mickan, The University of
Adelaide, Australia
|
What’s your score? An
investigation into language descriptors for rating written
performance
|
IELTS RR 5
|
|
David Coleman, The University of
Sydney; Sue Starfield, The University of New South
Wales; and Anne Hagan, The University of Ulster,
UK
|
The attitudes of IELTS
stakeholders: student and staff perceptions of IELTS in Australian,
UK and Chinese tertiary institutions
|
IELTS RR 5
|
|
|
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Back to
Top
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Round 7
2001
|
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Annie Brown, The University of
Melbourne, Australia
|
A cross sectional and longitudinal study of examiner behaviour in
the revised IELTS Speaking Test
|
SiLT 19
|
|
Barry O’Sullivan and Mark
Rignall, The University of Reading, UK
|
A longitudinal study of the effects of feedback on raters of the
IELTS Writing Module
|
SiLT 19
|
|
Chandra Rao, Kate McPherson, Rajni Chand and
Veena Khan,USP Solutions, The University of the South
Pacific
|
Assessing the impact of
IELTS preparation programs on candidates’ performance on the
General Training Reading and Writing Modules
|
IELTS RR 5
|
|
Cyril Weir, The University of Luton,
UK; and Anthony Green, Cambridge ESOL, UK
|
The impact of IELTS on the preparation
classroom: stakeholder attitudes and practices as a response to
test task demands
|
|
|
Russell Whitehead, ESOL
consultant
|
Issues in the assessment of pen and paper
and computer-based IELTS Writing Tasks
|
|
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Back to
Top
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Round 8
2002
|
|
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John Read, The University of
Auckland; and Paul Nation,
Victoria University of Wellington, New
Zealand
|
An investigation of
the lexical dimension of the IELTS Speaking Test
by measuring lexical output, variation and sophistication, and the
use of formulaic language
|
IELTS RR 6
|
|
Barry O’Sullivan, The University of
RoeHampton, UK; and Yang Lu, The
University of Reading, UK
|
The impact of candidate
language of examiner deviation from a set interlocutor
frames in the IELTS Speaking test
|
IELTS RR 6
|
|
Cyril Weir, The University of Luton,
UK; Barry O’Sullivan, The University of Reading,
UK; Jin Yan, Jiao Tong University, China;
Steven Bax, Canterbury University, Christchurch, UK
|
Does the computer make
a difference? Reactions of candidates to a CBT versus traditional
hand-written forms of the IELTS Writing component: Effects and
Impact
|
IELTS RR 7
|
|
|
|
Back to
Top
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Round 9
2003
|
|
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|
Catherine Elder and Gillian
Wigglesworth, The University of Melbourne,
Australia
|
An investigation of the
effectiveness and validity of planning time in Part 2 of the IELTS
Speaking Test
|
IELTS RR 6
|
|
Michael Carey, Robert Mannell, and Geoff
Brindley, Macquarie University, Australia
|
The contribution of
interlanguage phonology accommodation to inter-examiner variation
in the rating of pronunciation in oral proficiency
interviews
|
IELTS RR 9
|
|
Barry O’Sullivan, Roehampton
University, UK; Cyril Weir, The University of Luton,
UK;Tomoko Horai, Roehampton University, UK
|
Exploring difficulty in
Speaking tasks An intra-task perspective
|
IELTS RR 6
|
|
M.A. Yadugiri, Bangalore
University, India
|
A study of the linguistic and
discourse features in the output from IELTS academic writing
tasks
|
|
|
Annie Brown, The University of
Melbourne, Australia
|
An examination of the
rating process in the revised IELTS Speaking Test
|
IELTS RR 6
|
|
Christopher Hampton, British
Consulate, Shanghai, China
|
What makes a good Speaking Test?
Perceptions of candidates and examiners
|
|
|
Hilary Smith and Stephen Haslett,
Systemetrics Research Limited, New Zealand
|
Attitudes of
tertiary key decision-makers towards English language tests in
Aotearoa New Zealand
|
IELTS RR 7
|
|
Pauline Rea-Dickins, Richard Kiely and Guoxing
Yu, The University of Bristol, UK
|
Student identity,
learning and progression: The affective and academic impact of
IELTS on ‘successful’ candidates
|
IELTS RR 7
|
|
|
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Back to
Top
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Round 10
2004
|
|
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Paul Seedhouse, The University of
Newcastle upon Tyne, UK; and Mary Egbert, The
University of Southern Denmark
|
The interactional
organisation of the IELTS Speaking test
|
IELTS RR 6
|
|
Jayanti Banerjee, Florencia Franceschina and
Anne Margaret Smith, Lancaster University, UK
|
Documenting features of
written language production typical at different IELTS band
levels
|
IELTS RR 7
|
|
David Ingram and Amanda Bayliss,
Melbourne University Private,Australia
|
IELTS as a predictor of
academic language performance. Part 1: The view from
participants
|
IELTS RR 7
|
|
Andrea Paul, Melbourne University
Private, Australia
|
IELTS as a predictor of
academic language performance. Part 2: Case studies of learner
language
|
IELTS RR 7
|
|
Kieran O’Loughlin, The University of
Melbourne, Australia
|
The use of IELTS for
university selection in Australia: A case study
|
IELTS RR 8
|
|
Peter Mickan, The University of
Adelaide, Australia
|
An ethnographic study
of classroom instruction in an IELTS preparation
program
|
IELTS RR 8
|
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Carole Gibson and Anne Swan,The University
of South Australia
|
The significance of
socio-linguistic backgrounds of teachers of IELTS preparation
courses in selected Malaysian institutions
|
IELTS RR 8
|
|
|
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Back to
Top
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Round 11
2005
|
|
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Glenys Merrifield,
GBM and Associates, Australia
|
An impact study into
the use of IELTS as an entry criterion for professional
associations: USA, New Zealand and Australia
|
IELTS RR 8
|
|
Hilary Smith and Stephen Haslett,
Systemetrics Pty Ltd, New Zealand
|
The use of IELTS
General Training Module in technical and vocational tertiary
institutions: A case study from Aotearoa New Zealand
|
IELTS RR 8
|
|
Kieran O’Loughlin and Sophie
Arkoudis, The University of Melbourne, Australia
|
Investigating IELTS
exit score gains in higher education
|
IELTS RR 10
|
|
John Field, Independent Researcher,
UK
|
A cognitive validation
of the lecture-listening component of the IELTS Listening
paper
|
IELTS RR 9
|
|
Cyril Weir, The University of
Luton,UK
|
The relationship
between the academic reading construct as measured by IELTS
and the reading experiences of students in the first year of their
courses at a British university
|
IELTS RR 9
|
|
Christine Pegg and Alison Wray, Cardiff
University, UK
|
The effect of memorised
learning on the writing scores of Chinese IELTS test
takers
|
IELTS RR 9
|
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Back to
Top
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Round 12
2006
|
|
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John Read and Rosemary Wette, The
University of Auckland, New Zealand
|
Achieving English
proficiency for professional registration: The experience of
overseas-qualified health professionals in the New Zealand
context
|
IELTS RR 10
|
|
Peter Mickan and Johanna Motteram, The
University of Adelaide, Australia
|
The preparation
practices of IELTS candidates: Case studies
|
IELTS RR 10
|
|
Roger Hawkey and Cyril Weir, The
University of Bedfordshire, UK
|
The cognitive processes
underlying the academic reading construct as measured by
IELTS
|
IELTS RR 9
|
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Richard Badger and Oscar Yan, The
University of Leeds, UK
|
The use of tactics and
strategies by Chinese students in the listening component of
IELTS
|
IELTS RR 9
|
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David Hyatt and Greg Brooks, The
University of Sheffield, UK
|
Investigating
stakeholders perceptions of IELTS as an entry requirement for
higher education in the UK
|
IELTS RR 10
|
|
Katherine Golder, Kenneth Reeder and Sarah
Fleming, The British Columbia Institute of Technology,
Canada
|
Determination of the
appropriate IELTS band score for the admission into a program at a
post-secondary polytechnic institution
|
IELTS RR 10
|
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Back to
Top
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Round 13
2007
|
|
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Roger Hawkey, Tony Green and Aylin
Unaldi, The University of Bedfordshire, UK
|
An
investigation of the process of writing IELTS academic reading test
items.
|
IELTS RR 11
|
|
Gaynor Lloyd-Jones, Charles Neame and
Simon Medaney, Cranfield University, UK
|
A
multiple case study of the relationships between students’ plural
academic progress and IELTS scores at an international postgraduate
university.
|
IELTS RR 11
|
|
Guoxing Yu, Pauline Rea-Dickins and
Richard Kiely, The University of Bristol, UK
|
The
cognitive processes of taking IELTS academic Writing Task
1
|
IELTS RR 11
|
|
Tim Moore, Janne Morton and Steve
Price, The University of Melbourne, Australia
|
Construct
validity in the IELTS academic reading test: a comparison of
reading requirements in IELTS test items and in university
study.
|
IELTS RR 11
|
|
Glenys Merrifield, GBM and
Associates Australia
|
An
impact study into the use of IELTS by professional associations and
registration entities: The United Kingdom, Ireland and
Canada.
|
IELTS RR 11
|
|
Michael Singh and Wayne Sawyer, The
University of Western Sydney, Australia
|
The
efficacy of IELTS in choosing potentially successful students for
teacher education courses: What is an appropriate
score?
|
IELTS RR 11
|
|
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|
Back to
Top
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Round 14
2008
|
|
|
|
Lynda Yates and Elizabeth Pryor, LaTrobe
University, Australia
|
Examiner use and views
of the revised IELTS pronunciation descriptors
|
IELTS RR 12
|
|
Glenys Merrifield, GBM and Associates
Australia
|
The use of IELTS for
assessing immigration eligibility in Australia, New Zealand, Canada
and the UK
|
IELTS RR 13
|
|
Fiona Cotton, University of New South
Wales, Australia; Kate Wilson and The University of
Canberra, Australia
|
An investigation of
examiner rating of coherence and cohesion in the IELTS Writing Task
2
|
IELTS RR 12
|
|
Richard Badger and Yan Xiaobiao, The
University of Leeds, UK
|
To what extent
does IELTS encourage communicative language teaching in Chinese
IELTS classrooms?
|
IELTS RR 13
|
|
Ruth Breeze and Paul Miller,
The University of Navarra, Spain
|
Predictive validity
of the IELTS Listening test as an indicator of student coping
ability in English-medium undergraduate courses in
Spain
|
IELTS RR 12
|
|
Paul Seedhouse, Newcastle University,
UK
|
Topic Development in
the IELTS Speaking Test
|
IELTS RR 12
|
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Back to
Top
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Round 15
2009
|
|
|
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Elizabeth Craven, Australia University of
Technology, Australia
|
Investigating IELTS
score gains and
attrition in higher
education
|
IELTS RR 13
|
|
Ana Maria Ducasse and Annie Brown
La Trobe University, Australia
|
The role of
interactive communication in
IELTS speaking and
its impact on
candidates’
preparedness for study
or training
contexts
|
IELTS RR 12
|
|
Kieran O’Loughlin, The University of
Melbourne, Australia
|
Developing the
assessment literacy of IELTS test users in higher
education
|
IELTS RR 13
|
|
Stephen Moore, Richmond Stroupe and Paul
Mahony Macquarie University, Australia and IDP Education
(Cambodia)
|
Perceptions of
IELTS in Cambodia
|
IELTS RR 13
|
|
Gaynor Lloyd-Jones and Chris Binch,
Cranfield University, UK
|
A case study
evaluation of the English language progress of non-native
English speaking students on two UK postgraduate
engineering courses
|
IELTS RR 13
|
|
Fumiyo Nakatsuhara,
The University of Bedfordshire,
UK
|
The relationship
between test-takers’ listening proficiency and their
performance on the IELTS Speaking test
|
IELTS RR 12
|
| |
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Back to
Top
|
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Round 16
2010
|
|
|
|
Li-Shih Huang,
The University of Victoria, Canada
|
Cognitive processes involved in performing the IELTS Speaking Test:
Respondents’ reported strategic behaviours in testing and
non-testing contexts
|
IELTS RR Online Series 2013/1
|
|
John Knox and Mehdi Riazi,
Macquarie University, Australia
|
An Investigation of the Relations between
Candidates’ L1 and the Discourse of Written Performance on the
IELTS Academic Writing Test
|
|
|
Ms Pamela Humphreys, Dr Michael Haugh, Dr Ben
Fenton-Smith, Dr Ana Lobo, Dr Rowan Michael and Dr Ian Walkinshaw.
Griffith University, Australia
|
Tracking international students’ English proficiency over the first
semester of undergraduate study
|
IELTS RR Online Series 2012/1
|
|
Stephen Bax,
The University of Bedfordshire, UK
|
New insights into cognitive processes:
researching IELTS reading tasks through eye-tracking
technology
|
|
|
Elizabeth Arrigoni and Victoria Clark,
The American University in Cairo, Egypt
|
Establishing appropriate IELTS cut-scores
for admissions and placement decisions at an English-medium
university in Egypt
|
|
| |
|
Back to Top |
| Round 17 2011 |
|
|
|
Jill Murray, Macquarie University, Ken Cruickshank,
Sydney University and Judie Cross, Randwick TAFE NSW,
Australia
|
Stakeholder perceptions of IELTS as a gateway to the
professional workplace: The case of employers of overseas trained
teachers |
|
| |
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|
Tim Moore and Chris Wallis, Swinburne University of
Technology and Janne Morton, University of Melbourne,
Australia
|
Literacy practices in the professional workplace:
implications for the IELTS General Training Reading and
Writing |
|
| |
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| Paula Winke and Hyojung Lim |
The Effects of Testwiseness on L2 Listening Test Performance: A
Visual (Eye-Tracking) and Attentional Investigation |
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| |
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| Professor Paul Seedhouse |
Speaking features that distinguish IELTS proficiency
levels |
|
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| Dr. Talia Isaacs, Dr. Pavel Trofimovich, Dr. Guoxing Yu |
Examining the linguistic aspects of speech that most
efficiently discriminate between the upper levels of the revised
IELTS pronunciation scale |
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Back to Top |
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