Volume 1, 1998, Paper 2
Paper 2: An investigation into approaches to IELTS preparation,
with particular focus on the Academic Writing component of the
test
James DH Brown
This paper presents an evaluation of an English Language
Intensive Course for Overseas Students (ELICOS) language program,
conducted with application of a context-adaptive model of language
program evaluation.
It reports on a causal-comparative examination of both an
English for Academic Purposes (EAP) course, and an International
English Language Testing System (IELTS) course, which sought to
examine which of the two programs of study was the most effective
in the preparation of ELICOS students for the International English
Language Testing System, with particular reference to the Academic
Writing component of the test.
This emphasis was selected due to the significance of writing
skills in the academic contexts to which both IELTS and EAP
students seek access. The context of the study allows for an
examination of the effectiveness of the context-adaptive model of
language program evaluation.
An analysis of both the quantitative and qualitative data
gathered within the research program is presented. The
quantitative data analysis suggest that IELTS preparation programs
are more successful in preparing students for the IELTS test than
EAP courses. The qualitative data informs an analysis of the
causes of this.
The maintenance of focused instructional emphasis on
International English Language Testing System Writing task
completion, together with the development of skills in writing,
planning and systematic tuition in strategies for writing under
examination conditions, seem to assist students of IELTS
preparation programs to achieve an average gain of one IELTS band
score over a ten-week course of instruction.
