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Abstract This study, building on CRELLA’s 2006/07 IELTS funded research (Weir et al this volume), clarifies further the links between what is measured by IELTS and the construct of academic reading as practised by students in a UK university by eliciting from IELTS candidates, by means of a retrospective protocol, the reading...
Abstract This study investigated the practices of candidates preparing for the IELTS examination in Adelaide, South Australia. The main aim of the study was to describe candidates’ activities as they prepared to sit for an IELTS Test. Adopting primarily ethnographic procedures for data collection, the focus was on...
Abstract This research investigated the cognitive processes of candidates taking IELTS Academic Writing Task One (AWT1) with different graphic prompts at two different time points – before short training on how to do AWT1 tasks, and post-training. It explored the extent to which candidates’ cognitive processes are...
Abstract This study investigated the impact of the IELTS Test across different stakeholders in contemporary Cambodia. The major stakeholders included test-takers, examiners, learners, teachers, parents/guardians of test-takers, and local users of test results (eg, scholarship officers and employers). The study followed a...
Abstract The aim of this study is to provide evidence of the validity of the IELTS Speaking Test based on test content, that is, the extent to which it is representative of the knowledge and skills required to demonstrate English proficiency in undergraduate and graduate programs. This is investigated by comparing the oral...
Abstract This study investigated topic development in the Speaking Test, applying a Conversation Analysis (CA) institutional discourse methodology to a corpus of 60 transcribed test audio-recordings. Topic is presented as a vital construct in the Speaking Test, as inextricably entwined with the organisation of turn-taking, sequence...