IELTS Research Reports

More documents

Recommendations

Info

Gaynor Lloyd-Jones, Charles Neame and Simon Medaneystaff and a member of the research team. There was good agreement between the two reviewers; theonly shared doubts concerned how to interpret a few comments about style or structure.9.1.3 Questionnaire for thesis supervisorsAs access and evaluation to more than 20 theses from varied domains would clearly be impossiblewithin the time scale and prevailing circumstances, a different approach was adopted towards thequality of students’ thesis writing. The effect on supervisory workload identified in the interview studyindicated that Summer Programme students’ thesis supervisors could shed light on students’ writingproficiency. A brief electronic questionnaire was constructed inviting the appropriate supervisor tocomment upon whether the English language proficiency of his or her supervisee had affected thethesis mark and/or the supervisory workload (Appendix 3). Where respondents stated that the student’sproficiency had had an adverse effect, they were asked to provide more details. An open questionallowed respondents to make any further comments they felt to be relevant. The questionnaire waspiloted within the CPLT with a previous Course Director and minor revisions made to the wording.The names of supervisors of the Summer Programme students were obtained from the relevantCourse Directors. The questionnaire was delivered electronically early in November 2008 after finalthesis submission. Due to an oversight, the supervisors of the two Summer Programme studentswho declined to participate in the exam script study were not included so questionnaires were sentto 22 supervisors. The accompanying email named the Summer Programme student concerned andexplained that the questionnaire referred to this particular supervision. Therefore each supervisorreceived an individual invitation although the questionnaire was identical. Non-responders receivedreminders one and two weeks later.9.1.4 Academic progressThe time of completion of the study, January 2009, coincided with the period during which studentsreceive notification about the outcomes of their degree awards. The research team was granted accessto these records for the Summer Programme students. Significantly for the present study and thefocus on thesis writing, the records provided details about the outcomes of thesis marking. CranfieldUniversity does not award distinctions for Masters programmes, so there is no differentiation ingrading amongst those students who have passed. However, there are three possible categories ofoutcome. A straight pass, a pass subject to minor corrections and a revise and represent instructionwhere the student is required to make major changes to the thesis within a given time frame, around3 months. Minor corrections are not a major impediment to the gaining of a degree but the necessityto revise and represent leaves a question mark over the outcome until the revised thesis is markeda second time. With the questionnaire data, the records provide further information about SummerProgramme students’ progress with tasks that most challenge their language skills.9.2 Findings9.2.1 Summer Programme students – language assessment at entry29 students took the Summer Programme in 2007, 26 of whom were destined for taught courseMasters programmes. One withdrew prior to the start of the Masters and another student transferredto a research programme early on in the year which left 24 students who completed both SummerProgramme and Masters programmes and who contributed to the present research. Numbers weresmall and considered inappropriate for statistical analysisl.162 www.ielts.org
A multiple case study of the relationship between the indicators of students’ English languagecompetence on entry and students’ academic progress at an international postgraduate universitySummer ProgrammestudentSchoolLanguageassessmentSAS1 SAS InterviewSAS2 SAS InterviewSAS3 SAS InterviewSAS4 SAS InterviewSAS5 SAS InterviewSAS6 SAS InterviewSAS7 SAS InterviewSAS8 SAS InterviewSAS9 SAS InterviewSAS10 SAS InterviewSAS11 SAS InterviewEntry test scoreTest sub-scoresSOE1 SOE English test TOEFL CBT 220 L 20 St.W2R 24 E 4.SOE2 SOE InterviewSOE3 SOE English test TOEFL CBT 243 L 25 St .W 22R 26 E 4SOE4 SOE English test IELTS 6.5 L 7 R6.5W 6 S 6SOE5 SOE UnknownSOE6 SOE English test TOEFL IBT 92 R 27 L 26S 18 W 21SOE7 SOE English test IELTS 6 L 5.5 R 6.5W 5 S 6SOM1 SOM English test IELTS 6 L 6: R 6W 5 : S 5SOM2 SOM English test IELTS 6TOEFL IBT 64IELTS N/ATOEFLR 16: L 18S 15: W15SOM3 SOM English test IELTS 5.5 L 6 : R 5W 6: S 5SOM4* SOM English test IELTS 6 L 6 : R 6.5W 6 : S 6SOM5 SOM English test +InterviewIELTS 6 L 6 : R 6.5W 5 :S 6SOM6 SOM English test IELTS 5.5 L 5: R 6.5W 5 : S 5*SOM4 IELTS score 3 months earlier 5.5Bold type low sub scoresIBT Internet based test CBT Computer based testL Listening St W Structured Writing R Reading E EssayS SpeakingW WritingTable 6. Summer Programme students’ language assessments at entryIELTS Research Reports Volume 11163
Page 3 and 4:
Introducing IELTSIELTS stands for t
Page 7:
ContentsIntroducing IELTS .........
Page 10 and 11:
Lynda TaylorThe notion of consequen
Page 12 and 13:
Lynda Taylorprofessions, particular
Page 14 and 15:
Lynda Taylorof the test.Finally, it
Page 16 and 17:
Lynda TaylorTheir introduction and
Page 18 and 19:
Lynda TaylorIn discussing their res
Page 20 and 21:
Lynda TaylorThe researchers make so
Page 22 and 23:
Lynda TaylorCONCLUSIONOnce again, t
Page 24 and 25:
Glenys Merrifieldbeen shifted from
Page 26 and 27:
Glenys Merrifield5 Outcomes of the
Page 28 and 29:
Glenys MerrifieldTesting Service (E
Page 30 and 31:
Glenys Merrifield■■■■Royal
Page 32 and 33:
Glenys MerrifieldSome of the percei
Page 34 and 35:
Glenys Merrifieldfrequently moderat
Page 36 and 37:
Glenys Merrifield3.8 Test of Englis
Page 38 and 39:
Glenys MerrifieldEvidence of Englis
Page 40 and 41:
Glenys Merrifieldwho were educated
Page 42 and 43:
Glenys MerrifieldThe college does n
Page 44 and 45:
Glenys Merrifieldmore importantly,
Page 46 and 47:
Glenys Merrifield4.2.5 General Medi
Page 48 and 49:
Glenys MerrifieldAfter taking into
Page 50 and 51:
Glenys MerrifieldThe Medical Counci
Page 52 and 53:
Glenys MerrifieldTwo associations d
Page 54 and 55:
Glenys Merrifield5.2 Summarising co
Page 56 and 57:
Glenys MerrifieldMinimum standardso
Page 58 and 59:
Glenys Merrifield5.3.2 Alternative
Page 60 and 61:
Glenys MerrifieldThe CanTEST is see
Page 62 and 63:
Glenys MerrifieldThe main strategie
Page 64 and 65:
Glenys MerrifieldThe United Kingdom
Page 66 and 67:
Glenys MerrifieldAPPENDIX 1: PROFES
Page 68 and 69:
Glenys MerrifieldAPPENDIX 2: ACKNOW
Page 70 and 71:
Glenys Merrifield2.2 What levels of
Page 72 and 73:
Glenys Merrifield4 Guiding question
Page 74 and 75:
Glenys MerrifieldOCPOCTPEBCPHECCPLA
Page 76 and 77:
Wayne Sawyer and Michael SinghAUTHO
Page 78 and 79:
Wayne Sawyer and Michael Singh7.6 W
Page 80 and 81:
Wayne Sawyer and Michael Singhmain
Page 82 and 83:
Wayne Sawyer and Michael Singhinvol
Page 84 and 85:
Wayne Sawyer and Michael SinghBrown
Page 86 and 87:
Wayne Sawyer and Michael Singheithe
Page 88 and 89:
Wayne Sawyer and Michael SinghA use
Page 90 and 91:
Wayne Sawyer and Michael SinghThe s
Page 92 and 93:
Wayne Sawyer and Michael SinghElder
Page 94 and 95:
Wayne Sawyer and Michael Singh2.6 I
Page 96 and 97:
Wayne Sawyer and Michael Singh3.2 S
Page 98 and 99:
Wayne Sawyer and Michael SinghINSTI
Page 100 and 101:
Wayne Sawyer and Michael SinghTeach
Page 102 and 103:
Wayne Sawyer and Michael Singhthese
Page 104 and 105:
Wayne Sawyer and Michael SinghDespi
Page 106 and 107:
Wayne Sawyer and Michael Singhand o
Page 108 and 109:
Wayne Sawyer and Michael Singhhave
Page 110 and 111:
Wayne Sawyer and Michael Singh‘vi
Page 112 and 113:
Wayne Sawyer and Michael Singhiniti
Page 114 and 115: Wayne Sawyer and Michael Singhquest
Page 116 and 117: Wayne Sawyer and Michael SinghAt th
Page 118 and 119: Wayne Sawyer and Michael Singh7.9 W
Page 120 and 121: Wayne Sawyer and Michael Singhstand
Page 122 and 123: Wayne Sawyer and Michael Singhwell
Page 124 and 125: Wayne Sawyer and Michael SinghREFER
Page 126 and 127: Wayne Sawyer and Michael SinghElder
Page 128 and 129: Wayne Sawyer and Michael SinghRosen
Page 130 and 131: Wayne Sawyer and Michael SinghAPPEN
Page 132 and 133: Gaynor Lloyd-Jones, Charles Neame a
Page 188 and 189: Tim Moore, Janne Morton and Steve P
Page 214 and 215:
Tim Moore, Janne Morton and Steve P
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Anthony Green and Roger HawkeyAUTHO
Page 274 and 275:
Anthony Green and Roger Hawkey1 AIM
Page 276 and 277:
Anthony Green and Roger HawkeyShe f
Page 278 and 279:
Anthony Green and Roger HawkeyFollo
Page 280 and 281:
Anthony Green and Roger HawkeyTwo g
Page 282 and 283:
Anthony Green and Roger Hawkeywrite
Page 284 and 285:
Anthony Green and Roger HawkeyItem
Page 286 and 287:
Anthony Green and Roger Hawkeymatte
Page 288 and 289:
Anthony Green and Roger HawkeyThe p
Page 290 and 291:
Anthony Green and Roger HawkeyTable
Page 292 and 293:
Anthony Green and Roger Hawkeyrepor
Page 294 and 295:
Anthony Green and Roger HawkeyText
Page 296 and 297:
Anthony Green and Roger HawkeyWhich
Page 298 and 299:
Anthony Green and Roger Hawkeyworry
Page 300 and 301:
Anthony Green and Roger HawkeyWilli
Page 302 and 303:
Anthony Green and Roger HawkeyFigur
Page 304 and 305:
Anthony Green and Roger HawkeyVicto
Page 306 and 307:
Anthony Green and Roger HawkeyRangi
Page 308 and 309:
Anthony Green and Roger HawkeyWilli
Page 310 and 311:
Anthony Green and Roger Hawkey6 ANA
Page 312 and 313:
Anthony Green and Roger HawkeyOn th
Page 314 and 315:
Anthony Green and Roger Hawkey6.2 T
Page 316 and 317:
Anthony Green and Roger HawkeyAfter
Page 318 and 319:
Anthony Green and Roger Hawkeyearli
Page 320 and 321:
Anthony Green and Roger HawkeyTaskT
Page 322 and 323:
Anthony Green and Roger HawkeyCompa
Page 324 and 325:
Anthony Green and Roger HawkeyIn th
Page 326 and 327:
Anthony Green and Roger Hawkeyappro
Page 328 and 329:
Anthony Green and Roger HawkeyThe t
Page 330 and 331:
Anthony Green and Roger HawkeyClaph
Page 332 and 333:
Anthony Green and Roger HawkeyKhali
Page 334 and 335:
Anthony Green and Roger HawkeyAPPEN
Page 336 and 337:
Anthony Green and Roger HawkeyJane
Page 338 and 339:
Page 340 and 341:
Page 342 and 343:
Page 344 and 345:
Anthony Green and Roger HawkeyAPPEN
Page 346 and 347:
Anthony Green and Roger HawkeyNon-E
Page 348 and 349:
Anthony Green and Roger Hawkeyheat
Page 350 and 351:
Anthony Green and Roger Hawkey4 Wha
Page 352 and 353:
Anthony Green and Roger HawkeyTask
Page 354 and 355:
Anthony Green and Roger Hawkeysucce
Page 356 and 357:
Anthony Green and Roger Hawkey16 Ro
Page 358 and 359:
Anthony Green and Roger HawkeyExper
Page 360 and 361:
Anthony Green and Roger HawkeyQuest
Page 362 and 363:
Page 364 and 365:
Anthony Green and Roger Hawkey5 Cop
Page 366 and 367:
Page 368 and 369:
Anthony Green and Roger Hawkey1 Bla
Page 370 and 371:
Page 372 and 373:
Page 374 and 375:
Anthony Green and Roger HawkeyQuest
Page 376 and 377:
Guoxing Yu, Pauline Rea-Dickins and
Page 378 and 379:
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 386 and 387:
Page 388 and 389:
Page 390 and 391:
Page 392 and 393:
Page 394 and 395:
Page 396 and 397:
Page 398 and 399:
Page 400 and 401:
Page 402 and 403:
Page 404 and 405:
Page 406 and 407:
Page 408 and 409:
Page 410 and 411:
Page 412 and 413:
Page 414 and 415:
Page 416 and 417:
Page 418 and 419:
Page 420 and 421:
Page 422 and 423:
Page 424 and 425:
Page 426 and 427:
Page 428 and 429:
Page 430 and 431:
Page 432 and 433:
Page 434 and 435:
Page 436 and 437:
Page 438 and 439:
Page 440 and 441:
Page 442 and 443:
Page 444 and 445:
Page 446 and 447:
Page 448 and 449:
Page 450 and 451:
Page 452 and 453:
Notes
Page 454:
Notes
show all

IELTS Research Reports

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?