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The literature on using scoring rubrics in writing assessment denotes the significance of rubrics as practical and useful means to assess the quality of writing tasks. This study tries to investigate the agreement among rubrics endorsed and used for assessing the essay writing tasks by the internationally recognized tests of English language proficiency. To carry out this study, two hundred essays (task 2) from the academic IELTS test were randomly selected from about 800 essays from an official IELTS center, a representative of IDP Australia, which was taken between 2015 and 2016. The test takers were 19 to 42 years of age, 120 of them were female and 80 were males. Three raters were provided with four sets of rubrics used for scoring the essay writing task of tests developed by Educational Testing Service (ETS) and Cambridge English Language Assessment (i.e., Independent TOELF iBT, GRE, CPE, and CAE) to score the essays which had been previously scored officially by a certified IELTS examiner. The data analysis through correlation and factor analysis showed a general agreement among raters and scores; however, some deviant scorings were spotted by two of the raters. Follow-up interviews and a questionnaire survey revealed that the source of score deviations could be related to the raters' interests and (un)familiarity with certain exams and their corresponding rubrics. Specifically, the results indicated that despite the significance which can be attached to rubrics in writing assessment, raters themselves can exceed them in terms of impact on scores.

Background: This study investigated the consequential validity of the International English Language Testing System (IELTS) Academic exam, specifically focusing on washback upon learners' test preparation strategies and score gain, and the mediating factors influencing washback when learners in an EFL context are not enrolled in test preparation courses.
Methods: Two IELTS Tests were administered to 190 undergraduates at a Japanese university over a 1-year period. A survey instrument was used to collect data about test preparation strategies for both tests. Test scores were compared to assess score gain. Interviews were conducted with 19 participants to investigate the factors mediating washback.
Results: Test results revealed a significant increase in speaking ability, with more significant increases in speaking and listening for participants who reported preparing more intensely for the test. Survey results showed that students focused significantly more on speaking and writing, and significantly less on reading, when preparing for the second test, and those who prepared most intensely also focused significantly more on listening. A qualitative analysis of the interview data revealed a complex array of factors related to learner perceptions and their access to resources, which are highly dependent on learners' sociocultural and educational context, and which shape washback to the learner.
Conclusions: The IELTS Test created positive washback on learners' language ability and test preparation strategies, specifically regarding productive skills, which learners in the study context had neglected in their previous language study. However, a range of mediating factors must be addressed in order to ensure positive washback in EFL contexts and in the absence of instruction.

This study has taken its lead from discussions about the benefit of collaboration between researchers
in language testing and second language acquisition (eg Bachman and Cohen, 1998; Ellis, 2001; and
Laufer, 2001). It addresses the question of how competence levels, as operationalised in a rating scale,
might be related to what is known about L2 developmental stages. Looking specifically at the writing
performances generated by Tasks 1 and 2 of the IELTS Academic Writing module, the study explores
the defining characteristics of written language performance at IELTS bands 3–8 with regards to:
cohesive devices used; vocabulary richness; syntactic complexity; and grammatical accuracy. It also
considers the effects of L1 and writing task type on the measures of proficiency explored.
The writing performances of 275 test-takers from two L1 groups (Chinese and Spanish) were
transcribed and then subjected to manual annotation for each of the measures selected. Where
automatic or semi-automated tools were available for analysis (particularly in the area of vocabulary
richness), these were used. The results suggest all except the syntactic complexity measures
investigated here are informative of increasing proficiency level. Vocabulary and grammatical
accuracy measures appear to complement each other in interesting ways. L1 and writing tasks seem to
have critical effects on some of the measures, so they are an important factor to take into account in
further research.

The primary objective of the present study is to explore the extent to which the reading comprehension items in IELTS can be answered correctly by test takers in passage out condition, that is, the passage independency of the items. Furthermore, the study makes an attempt to investigate the role of different kinds of intelligences and the use of test-taking strategies in successful reading achievement of test takers in two conditions of the test (when the passage is present and when the passage is absent). The target participants of the present study comprised 175 male and female EFL students who were selected from three private EFL institutes of Mashhad. The instrumentation in the present study consists of two questionnaires and two tests. As the result shows, there is a significant difference between the passage-out, and passage-in conditions in terms of IELTS reading comprehension.

This study investigated the relationship between EFL learners" Foreign Language Reading Anxiety levels and their use of Reading Strategies. 196 senior university EFL learners majoring in either English translation or English literature participated in the first phase of the study. They were all asked to answer the Foreign Language Reading Anxiety Scale (FLRAS). Subsequently 46 participants were selected based on their FLRAS scores-23 of them were low-anxiety group and 23 were high-anxiety group-for the second stage of the study. All of the 46 final contributors responded to the Survey of Reading Strategies (SORS). The results indicated no significant relationship between their FLRAS scores and SORS scores. However further analysis of descriptive data revealed that actually there are some differences in their reading strategy use. Accordingly, low anxiety group used Global and Problem-solving Reading Strategies more frequently while high anxiety group applied Support Strategies more often. The possible effects of gender on RA and Reading Strategy use were also examined and no significant relationships were identified.

In the 1980s, the task-based appearance as the implementation of the constructivist theory and application of communicative language teaching (CLT) methodology has significantly affected language learning in terms of teaching strategy, developing syllabus and/or curriculum. The task-based view of language teaching is widely influenced by constructivist theory of learning and communicative language teaching methodology (Jeon and Hahn, 2000). The constructivist theory main concept is that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. The constructivist perspective on the nature of learning reflects how people make sense of their experience (Taber: 2011). Alzahrani & Woollard (2013) state that this theory focuses on the belief that solving problem helps individuals in thinking, learning, and development. Constructivism proposes that learner conceptions of knowledge are derived from a meaning-making search in which learners engage in a process of constructing individual interpretations of their experiences (Applefield, Huber & Moallem, 2017). Thus, in constructivism theory of learning, it's very clear that experience is the most influenced factor in determining the success of learning. Richards and Rodgers (2001) state that British applied linguists saw the need to focus in language teaching on communicative proficiency rather than mastery of structure (structuralism view). The work of applied linguist has developed the communicative language teaching theory and application to language learning. As supported by Larsen-Freeman (2000), Communicative Language Teaching (CLT) aims to apply the theoretical perspective of the communicative approach by focusing on the communicative competence as the goal of language learning. According to Berns in Sreehari (2012), in CLT, language teaching is based on a view of language as communication, in which the speaker uses the language for some purposes orally or literally.

In this article I would like make the case that many Gulf Arab college students have a significant‘deficit’ in their English language reading skills. I will argue that the reasons for this shortfall are many and the interplay among different factors is complex. In order to take something of an ‘Occam’s Razor’ to the thorny and complicated question of how we can improve our students’ English reading competence, I am going to propose that we need to focus the majorpart of our efforts on improving two elements of our students’ reading development: the socalled ‘bottom-up’ reading elements; and the acquisition and development of vocabulary. I dothis as I feel there have been a multitude of diverse initiatives and responses to our students’reading issues over the years. From my own personal experience I can cite a plethora of effortsI have been involved in including: extended reading programmes, reading in the community,reading portfolios, reading competitions, reading speed software, intensive online reading, andsustained silent reading. The wide variety of programmes and schemes can certainly point tosome success. I fully acknowledge the pedagogic and motivational desirability of varied anddiverse reading activities for students yet I would also argue that in tandem with such effortsto assist our learners develop their English reading skills we should also urgently examine theapparent need to address many of our students’ fundamental problems with English reading skills.

English and English Language Teaching Today No one can dispute the importance of the English language today as a global lingua franca and a fundamental tool for achieving different purposes. It has established, developed, and legitimized its power through the support it has been receiving from the USA and UK throughout the contemporary history. Globalization, or "Americanization," to Phillipson (2008), has a linguistic dimension manifested in the new imperialism and neoliberal empire led by the Americans and English as an ideologically initiated project by UK and continued by the USA to promote English as a product and process. Phillipson (2008) wrote that "linguistic capital, its acquisition and investment, is a prime example of symbolic power in use" (p. 29) and that "language is a central dimension of ideological control, perpetuating the subordination of colonial times into the present" (p. 10). Millions of individuals thus learn English for employm...

The harmful effects of speech-related anxiety among learners and users of foreign language is well documented. Aiming to investigate the potential of reducing anxiety through ad libitum interaction with Artificial Intelligence chatbots, a controlled pilot study was conducted on East Asian staff of a large financial institution over a 4-week period, the sample of 40 divided between a test group using AI and the non-exposed subjects. Variety of measures were employed to gain as comprehensive an insight as warranted given the study limitations of a small sample, brief study period and relatively unsophisticated but freely available AI chatbot. The measures ranged from surveys of anxiety, attitudes toward daily chatbot usage, oral interviews and IELTS testing of English speaking ability. The results were cautiously encouraging: nearly universal endorsement of AI as a non-threatening interlocutor positively impacting subjects' confidence and to the extent limited by time constraint, enhancing individual components of the IELTS paradigm. Moreover, significant linear relationship between individual anxiety survey items and overall IELTS scores at baseline was observed, lending a measure of validity to the construct developed for the occasion. In summary, it is felt that subject to further development and refinement, conversationally enhanced AI chatbots hold a significant promise toward reducing speech-related anxieties and learning inhibitions of English as a foreign language and thus merit further investigation toward this objective.

This research investigates the relationship between IELTS scores and vocabulary size, using Nation and Belgar’s (2007) Vocabulary Size Test (VST). Correlations are stated between IELTS scores and mean estimated vocabulary size for a sample of 205 international foundation students; data which may be useful for streaming within such programmes. Mean and standard deviation vocabulary size scores are given for IELTS bands: there is a wide spread of scores within each 0.5 IELTS band, highlighting the weakness of an IELTS score as a predictor of this specific area of linguistic knowledge. A model is given for ‘mean’ students at each 0.5 band of IELTS, which estimates the number of unknown words s/he may encounter in a text written for educated native speakers, given the mean vocabulary size for that band. The pedagogical implications of these results are assessed.

The internationalization of higher education in Canada has given rise to the increased use of standardized English language proficiency tests as gatekeeping measures in university admission policies. However, many international students who are successful on these tests still struggle with the academic and language demands of their programs. Drawing on a thematic analysis of life story interviews with five international graduate students at a major Canadian university, this study examines students' perceptions on the skills elicited by the IELTS and TOEFL, the language demands and pragmatic norms of their graduate program in language education, and the university's language support programs.

For over 10 years, preparatory students at Khalifa University, UAE, have been encouraged to improve their reading and language learning skills through the use of an assessed reading portfolio. This paper briefly outlines the rationale behind this type of assessment and the design features of the portfolio, before detailing some of the many adaptations that it has experienced over the years, paying particular attention to recent developments involving the use of technology. Through an evaluation of the portfolio, using authentic scores for the portfolio and comparing them to IELTS reading test scores, it emerges that students who do well on the portfolio are more likely to make gains in their reading scores than those who do not perform well in their reading portfolio assessment.

The pivotal undertaking of education today is to endow individuals with the capacity to be able to think flexibly, reason rationally, and have open minds to be able to evaluate and interpret situations. In line with the studies demonstrating the positive relationship between higher-order thinking skills and academic achievement, this study aimed to particularly examine the impact of the two subcomponents of critical thinking, i.e., inference-making and evaluation of arguments on academic IELTS candidates' reading achievements. To achieve the purpose of the study, one hundred and seven IELTS candidates (from different institutes in Mashhad, a city in north of Iran) were asked to complete two tests of the Persian version of the ‚Watson-Glaser's Critical Thinking Appraisal‛ after being administered an IELTS reading comprehension test. The results showed that there is a positive relationship between IETLS reading score and EFL learners' inference-making and evaluation of argument. Subsequent data analyses demonstrated that among the variables, inference making is the more powerful predictor of IELTS reading achievement. In addition, the results revealed that the two mentioned variables can predict about 10 percent of IELTS reading achievement. This study has some implications for educators and administrators to take full advantage of these associations by establishing guiding principles for enhancing IELTS candidates' inference-making and evaluation of arguments.

This documents provides a useful lexical resource as well as a range of diverse ideas for IELTS speaking and writing skills based upon BBC 6 Minute English podcasts.

Please visit the following page for more information: https://www.researchgate.net/publication/350399658_BEST_OF_BBC_6_MINUTE_ENGLISH_FOR_IELTS

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

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Collocation refers to how words are frequently combined together in order to create natural and correct combinations of words. In international tests such as IELTS and TOEFL, collocations are always evaluated. therefore using correct collocations can greatly improve one's performance in both speaking and writing in these tests. this book is suitable for those candidates who are at intermediate level and above and wish to achieve a high score for their language use in IELTS and TOEFL.

Communicative Language Proficiency (CLP) in the target language is critical for the teachers joining English language teaching for different reasons. The Ministry of Education in the Sultanate of Oman has sanctioned the score of Band 6 on the International English Language Testing System (IELTS) as the main criterion for accepting English language teachers graduating from Sultan Qaboos University (SQU). Nonetheless, some fourth-year Student Teachers (STs) have failed to achieve the specified score due to reasons pertinent to the choices made in the initial English language teacher education program content knowledge and methods. This qualitative study, hence, investigates the perspectives of purposively selected STs and faculty members about the effect of SQU English Language Teaching (ELT) content knowledge and methods on the STs’ IELTS band scores. Results have shown that there is a need to reconsider the content knowledge and methods to create more opportunities for the program participants to use the language communicatively. Results have further shown that certain faculty members adopt certain teaching methods insensitive to the needs and interests of the STs and which negatively affect their CLP. The results have important implications for the STs’ success in the IELTS and hence their employability.

This research seeks to examine the relationships between moderate level IELTS entrance scores and academic success as determined by Grade Point Average (GPA) in the early stages of a baccalaureate program, specifically at the end of the general education program at a Gulf institution. A quantitative analysis of correlations between IELTS scores and sub-scores with GPA and an analysis of variance to examine whether or not GPA mean differences were significant was undertaken to determine if relationships exist between the two measures for this student population. The findings indicated that within this English as a Foreign Language (EFL) context, IELTS scores were not a predictor of academic success. Against popular belief, results showed that particular IELTS sub-scores were not more pertinent or important than others. While there was a numerical difference in GPAs of students with an IELTS score of 5.0, 5.5, or greater than or equal to 6.0 overall, through the two language intensive curricular streams, these differences were not statistically significant and were still bound within the C to C+ range, which makes the case that they were not practically significant either.

Arab World English Journal
ISSN: 2229-9327 www.awej.org
47
Volume 2, Number 1 pp.47-71
Predicting Foundation Year Students’ Performance on International Proficiency Tests
Ahmed Shaker Al Kilabi, PhD Department of English Language
and Literature,
College of Applied Sciences, Nizwa
Laila Zahir Al-Salmi
University of Texas, El Paso.U.S.A
Abstract
The present study has two aims. First, it attempts to validate secondary school scores by using data collected from 347 foundation year students’ performance on six different tests in addition to their secondary school scores. The hypothesis underlying this validation was that the secondary school scores were inflated and they did not reflect the real level of students’ proficiency. The Secondary School Scores were found to have moderately high correlation co-efficients with all other six sets of scores. These scores, if proved valid, could be used as indicators of students’ level of performance on any international general proficiency test such as the IELTS. This study also endeavors to predict students’ level of performance by using any one of the seven sets of scores for the sample of the study. A pilot study was conducted involving 35 students who took the IELTS in May 2006. The results of the pilot study showed that the only good predictors of the level of performance on IELTS were a computer-based proficiency test and a May 2006 Achievement test.
Key Words: assessment, Achievement test, proficiency test, Foundation Programs, IELTS

This paper discusses the findings of a cultural content analysis conducted on the reading component of
twenty IELTS exams. A total of sixty reading passages were examined for cultural capital. The study found
that, on average, one reading test contained fourteen cultural references in terms of a variety of cultural
elements including cultural objects and historical settings. Geographically speaking, the readings referred
to 139 places or regions around the world with only five references pertaining to the Middle East and none
to the United Arab Emirates where this study was conducted

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