The revised Pronunciation scale of the
IELTS Speaking Test became operational in August 2008 and expanded
the four bands to nine bands, in line with the three other analytic
scales. This study explores examiners’ perceptions, experiences and
behaviour as they use the new scales with speakers from two
different language backgrounds at the crucial Pronunciation band
levels of 5, 6 and 7.
Researchers: Lynda Yates and Beth
Zielinski, Macqiuarie University, Australia, and Elizabeth
Pryor, The University of Melbourne, Australia
This study investigates topic development in the Speaking Test,
applying a Conversation Analysis (CA) institutional discourse
methodology to transcribed test audio-recordings. The
recommendations include adding a short Part 4 to the Test, in which
candidates lead a discussion and ask the examiner topic-related
questions.
Researchers: Paul Seedhouse and Andrew Harris, Newcastle
University, United Kingdom
This study compares the demands made on candidates in the
Speaking sub-test of the IELTS Test with speaking required in a
university setting. It aims to provide evidence of the extent to
which the IELTS Test is representative of the knowledge and skills
required to demonstrate English proficiency in university
programs.
Researchers: Dr Ana Maria Ducasse, La Trobe University,
Australia, and Dr Annie Brown, Australian Council for
Educational Research (ACER)
This research investigates the
relationship between test-takers’ listening proficiency and
performance on Part 3 of the IELTS Speaking Test, as against that
on Part 2.
Researcher: Fumiyo Nakatsuhara,
University of Bedfordshire, United Kingdom
This study explores the predictive
validity of the IELTS Listening Test for student performance on
English-taught courses at a Spanish university. IELTS Listening
scores reliably predict the amount of difficulty students will
experience on courses taught in English, and have small to moderate
correlations with their academic performance.
Researchers: Ruth Breeze and Paula
Miller, University of Mavarra, Spain
This study takes an in-depth look at the assessment of coherence
and cohesion (CC) in the IELTS Academic Writing Task 2. It
investigates the level of difficulty examiners experience, the
features they look for, and the extent to which their marking of CC
differs from their marking of other criteria. The impact of
examiner qualifications, experience and training materials on
assessment reliability is also examined.
Researchers: Fiona Cotton, University of New South
Wales, Australia, and Kate Wilson, University of Canberra,
Australia
