Volume 7, 2007, Paper 3
Paper 3: IELTS as a predictor of academic language performance,
Part 1
Authors
David Ingram
The University of Melbourne
Amanda Bayliss
The University of Melbourne
This study investigates whether the IELTS scores obtained by
non-English speaking background students can predict their language
behaviour in a university context.
ABSTRACT
This study investigated the extent to which the proficiency
scores obtained by 28 non-English speaking background (NESB)
tertiary-level students could predict their language behaviour in
the university context. The study also sought to ascertain the
adequacy of that behaviour for the linguistic demands of each
student’s course and to consider the implications for raising or
lowering entry levels to different courses.
Data was collected from a sample of 28 NESB students in their
university programs at two Australian tertiary institutions. The
students had gained entry to their chosen course on the basis of an
IELTS score. The participants completed pre-study questionnaires,
underwent semi-structured interviews and were observed in a variety
of class types, during which their language behaviour was recorded
and then transcribed for analysis. Students’ lecture notes and
written assignments were also collected. The data was analysed
using a mixed methods approach to produce results for the group as
a whole. Discursive descriptions of each student’s language
behaviour were then developed to produce results for individual
participants.
The results revealed that the students were generally able to
produce, in the context of their academic studies, the language
behaviour implied by an IELTS test score. However, there was no
apparent relationship between IELTS scores and student performance
in course-related tasks which were beyond the scope of the
proficiency test. The study found that although most participants
who had achieved the requisite entry levels could perform
effectively in the context of their studies, for a small number,
the observed language behaviour was inadequate for their study
program, raising questions about the adequacy of entry levels of
the courses in which they were enrolled. In addition to
recommending areas for further study, the discussion focuses on
issues relating to the interpretation of IELTS proficiency
descriptors, the setting of tertiary admission levels and
observable student behaviour in the classroom context.
