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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...
Abstract The study investigated the literacy practices required of graduates in professional work across a range of occupational areas. It considered how these corresponded to the types of reading and writing required of candidates on the IELTS test – both in the Academic and General Training modules. The project was a domain analysis study...
Abstract  Nurses are required to engage in a wide array of communicative activities, involving all four language skills, for a range of functions that are central to successful healthcare. Many of these are not addressed in the IELTS test papers. Smith et al (2005) report a large number of complaints of clinical...
Abstract This study provides a detailed insight into the changing writing demands from the last year of university study to the first year in the workforce of engineering and accounting professionals. The study relates these to the demands of the writing component of IELTS, which is increasingly used for exit testing. The number of international...
Abstract Professional associations today are dealing with increasing populations and vastly increased mobility of professional migrants and refugees, many in the health sector. English language testing is, therefore, a crucial factor in ensuring protection of the public, with potentially dire consequences if errors are made. This...
Abstract  This project examined the cognitive processes and online behaviours of second language writers while performing IELTS Academic Writing Test Task 2, and the ways in which the online behaviours of test-takers relate to the quality of the text produced. An additional aim was to assess whether writing behaviours and text quality are...
Abstract  Yu, Rea-Dickins and Kiely (2011) used concurrent thinking-aloud as the main research instrument to examine test-takers’ cognitive processes of completing IELTS Academic Writing Task 1 (AWT1). In the current follow-up study, we employed an eye-tracking system (Tobii X2-60) with retrospective stimulated...
Abstract  This study considers the possibility of introducing an element of more naturalistic, two-way interaction into the IELTS Speaking Test (IST). The research aimed to evaluate the effect of an intervention, namely the addition of a fourth part into the structure of the IST. This was intended as a two-minute...
Abstract This study investigated the examiners’ views on all aspects of the IELTS Speaking Test, namely, the test tasks, topics, format, interlocutor frame, examiner guidelines, test administration, rating, training and standardisation, and test use. The overall trends of the examiners’ views of these aspects of the...