Volume 1, 1998, Paper 4
Paper 4: An investigation of the predictive validity of IELTS
amongst a sample of international students studying at the
University of Tasmania
Fiona Cotton and Frank Conrow
The purpose of the present research study was to investigate the
relationship between IELTS (International English Language Testing
System) and academic outcomes, as well as the extent to which IELTS
predicts the kinds of language difficulties international students
experience while studying in Australia. Data was collected
over one year from questionnaires returned by thirty-three
students, from interviews with twenty-three of these students, and
from surveys returned by thirty-four academic staff, two
international student advisers and two English support tutors.
Correlations were calculated between the IELTS scores of the
student group under investigation and three measures of academic
achievement: Grade Point Averages, academic staff ratings of
student performance and students' self-ratings of
performance. No positive correlations were found
overall. However, the reading and writing subtest scores
correlated at 0.36 and 0.34 with staff ratings of academic
achievement, and 0.46 and 0.39 with students' self estimates of
academic performance in second semester.
No positive correlations were found between IELTS scores and
language difficulties students reported with aspects of their
coursework. Qualitative data indicated that language
difficulties are one of many variables affecting academic
achievement. Several key intervening variables were briefly
investigated, namely, the amount of English language tuition
received, motivation, cultural adjustment and welfare difficulties
experienced by international students. In addition, students
and staff reported their views of IELTS, which was generally
perceived to be a fair test.
Final discussion focuses on some of the problems inherent in
working with a small sample and on how the results may be
interpreted. Recommendations are made for further
research.
