IELTS Research Reports

IELTSResearchReportsVolume 11An impact study into the use of IELTS by professionalassociations and registration entities: The UnitedKingdom, Ireland and CanadaExamines the history and rationale for selection ofIELTS as a language benchmarking system for professionalassociations, and explores the main competitors to IELTSin global testing for professionals, in Canada, the UKand Ireland.Glenys Merrifield, GBM AssociatesLearning to play the ‘classroom tennis’ well: IELTSand international students in teacher educationAddresses the question of an appropriate IELTS scorefor graduate entry teacher education courses by investigating theextent to which current IELTS scores into graduateentry teacher education courses are considered adequate: by thelecturers of such students, by prospective teacher registrationauthorities and by the students themselves.Wayne Sawyer and Michael Singh, University ofWestern SydneyA multiple case study of the relationship betweenthe indicators of students’ English languagecompetence on entry and students’ academicprogress at an international postgraduate universityInvestigates selection practices and decision making rationales ofadmissions personnel in an international, postgraduate UK settingand the consequences for borderline non-native English speakingstudents’ academic progress.Construct validity in the IELTS Academic Readingtest: a comparison of reading requirements in IELTStest items and in university studyInvestigates suitability of items on the IELTS Academic Readingtest in relation to the reading and general literacy requirements ofuniversity study, through a survey of reading tasks in both domains,and interviews with academic staff from a range of disciplines.Tim Moore, Swinburne University, Janne Morton, MelbourneUniversity and Steve Price, Swinburne UniversityAn investigation of the process of writing IELTSAcademic Reading test itemsCompares how trained and untrained item writers selectand edit reading texts to make them suitable for a task-based testof reading and how they generate the accompanying items. Bothindividual and collective test editing processes are investigated.Anthony Green and Roger Hawkey, University of BedfordshireThe cognitive processes of taking IELTS AcademicWriting Task 1Investigates cognitive processes of candidates taking IELTSAcademic Writing Task One with different graphic prompts at twotime points: before AWT1 task training, and after.Guoxing Yu, Pauline Rea-Dickins and Richard Kiely,University of BristolGaynor Lloyd-Jones, Charles Neame and Simon Medaney,Cranfield Universitywww.ielts.org