Round 1 1995

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 & 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

Round 2 1996

Kathryn Hill, Neomy Storch, 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; 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

Round 3 1997

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 and Stephen Slater, The University of South Australia; 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

Round 4 1998

Barbara Mayor, Ann Hewings and Joan Swann with 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 &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; Stephen Slater, Heian Jogakuin University, Japan

Text analysis and the assessment of Academic Writing.

IELTS RR 4

Round 5 1999

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, 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

Round 6 2000

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

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, Visiting Research Fellow, 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

Round 7 2001

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, Research and Validation, 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

Round 8 2002

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

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 Bedfordshire, 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

Round 9 2003

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, Geoff Brindley; Macquarie University, Australia

Inter-examination variation due to inter-language phonology accommodation in the pronunciation section of the IELTS speaking test

Barry O’Sullivan, Roehampton University, UK; Cyril Weir, The University of Bedfordshire, UK; Tomoko Horai, Roehampton University, UK

Exploring difficulty in Speaking tasks An intra-task perspective

IELTS RR6

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, 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-Dickens, Richard Kiely, 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

Round 10 2004

Paul Seedhouse, The University of Newcastle upon Tyne, UK; Mary Egbert, The University of Southern Denmark

The interactional organisation of the IELTS Speaking test

IELTS RR 6

Jayanti Banerjee, Florencia Franceschina, Anne Margaret Smith; Lancaster University, UK

Documenting features of written language production typical at different IELTS band levels

IELTS RR 7

David Ingram, 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

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

Round 11 2005

Glenys Merrifield, GBM & Associates, Australia

An impact study into the use of IELTS as an entry criterion for professional associations: USA, New Zealand and Australia

Hilary Smith, Stephen Haslett; Systemetrics Pty Ltd, New Zealand

The IELTS General Training Module as a predictor of performance in practical  tertiary programs

Kieran O’Loughlin, Sophie Arkoudis, The University of Melbourne, Australia

Investigating IELTS exit score gains in higher education

John Field, Independent Researcher, UK

A cognitive validation of the lecture-listening component of the IELTS  listening paper

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

Christine Pegg, Alison Wray; Cardiff University, UK

The effect of memorised learning on the  writing scores of Chinese IELTS test takers

Round 12 2006

John Read, Rosemary Wette, The University of Auckland, New Zealand

Assessing the English proficiency of medical professionals using IELTS and other means

Peter Mickan, The University of Adelaide, Australia

Learner’s experiences preparing for the IELTS examinations

Roger Hawkey, Cyril Weir; The University of Bedfordshire, UK

The cognitive processes underlying the academic reading construct as measured by IELTS

Richard Badger, Oscar Yan; The University of Leeds, UK

The use of tactics and strategies by Chinese students in the listening component of IELTS

David Hyatt, Greg Brooks, The University of Sheffield, UK

Investigating stakeholders perceptions of IELTS as an entry requirement for higher education in the UK

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

Round 13 2007

Roger Hawkey, Tony Green and Aylin Unaldi, University of Bedfordshire UK

An investigation of the process of writing IELTS academic reading test items.

Gaynor Lloyd-Jones, Charles Neame & 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.

Guoxing Yu, Pauline Rea-Dickins & Richard Kiely, University of Bristol, UK

The cognitive processes of taking IELTS academic Writing Task 1

Andrea Dlaska, Ewan Dow & Sarah Michelotti, University of Surrey, UK

From IELTS to graduation: An investigation into IELTS as a predictor of postgraduate academic success at the University of Surrey

Catherine Doherty, Margaret Kettle & Allan Luke, Queensland University of Technology, Australia

Examining academic spoken genres in university classrooms and their implications for the IELTS speaking test

Tim Moore, Janne Morton & Steve Price, 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.

Glenys Merrifield, GBM & Associates Australia

An impact study into the use of IELTS by professional associations and registration entities: The United Kingdom, Ireland and Canada.

Michael Singh and Wayne Sawyer, University of Western Sydney, Australia

The efficacy of IELTS in choosing potentially successful students for teacher education courses: What is an appropriate score?