IELTS Washback in Context: Preparation for Academic Writing in Higher Education
Cambridge University Press, 29.11.2007 - 386
The International English Language Testing System (IELTS) plays a key role in international student access to universities around the world. Although IELTS includes a direct test of writing, it has been suggested that test preparation may hinder international students from acquiring academic literacy skills required for university study. This study investigates the washback of the IELTS Writing test on English for Academic Purposes (EAP) provision.
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Wagging the dog? Towards a model of washback
Main study methods and instruments
Main study results I
Main study results II
Conclusions and implications
ability activities aﬀect analysis assessment band score beneﬁt combination courses correlation course entry course exit Course Length course providers Course Type cross-validation deﬁnitely diﬃculty EAP classes eﬀects English language English study ESOL essays Exit Writing scores expect to learn ﬁnd ﬁndings ﬁrst ﬁve focus grammar and vocabulary Hamp-Lyons identiﬁed IELTS Academic Writing IELTS AWM IELTS classes IELTS courses IELTS preparation courses IELTS scores IELTS test improve included inﬂuence Initial and Exit Initial Writing score instruction interviews involved knowledge language tests Learning Strategy Likert scale main study memorise neural network oﬀered organisation participants Pilot Study pre-sessional courses prediction proﬁciency question Questionnaire raters ratings reading reﬂect Region of Origin scale skills speciﬁc Students learn teaching and learning test demands test scores test stakes test tasks test-taking strategies tion TOEFL topic variables washback model words writing in English Writing score gains writing tasks