Volume 4, 2003, Paper 6
Paper 6: Investigating the relationship between intensive
English language study and band score gain on IELTS
Catherine Elder and Kieran
O'Loughlin
This exploratory study examines the relationship between
intensive English language study and band score gains on the IELTS
(International English Language Testing System). Specifically, it
investigates the progress of a sample of 112 students from non
English-speaking backgrounds enrolled in intensive English language
courses at one of four different language centres in Australia and
New Zealand. Progress is gauged in terms of score gains on the
academic module of the IELTS which was administered at the
beginning and end of a 10-12 week period of intensive English
language instruction. Pre- and post-study questionnaires were
administered to all participating students and semi-structured
interviews were conducted with a subset of 18 students sampled
according to their level of gain at the post-test session.
Interviews were also conducted with administrators and teachers at
each of the participating institutions in order to elicit
information about a) the learning environment and b) the factors
they saw as critical in determining the English language progress
of EAP (English for Academic Purposes) students in general and of
those chosen for in depth interviewing in particular. Data were
analysed using both quantitative and qualitative methods.
Regression analyses were undertaken to investigate the relationship
between a range of personal, instructional and environmental
variables extracted from the student questionnaire and score gains
on the IELTS over the three-month period. In addition, narrative
vignettes were produced for the sub-set of 18 students drawing on
their own self-reports, as well as information supplied by their
teachers. The results revealed that students made variable progress
in English during the three month period with an average gain of
about half a band overall. The greatest gains were in listening,
whereas reading skills were somewhat less amenable to improvement.
A range of factors were found to be linked to improved scores on
the test, but these varied considerably from one skill to another.
Implications are drawn both for students intending to sit the IELTS
and for the institutions where they undertake their English
language instruction. Avenues for further research are also
identified.
