The publishers do not accept responsibility for any of the claims made in the survey. This study by Nguyen, Nguyen and Dao was carried out with the support of the IELTS partners (British Council, IDP: IELTS Australia and Cambridge Assessment English), as part of the jointly funded IELTS Research Programme. Participants report that they are confident in their understanding of the IELTS construct and their ability to assess students'.
Conducted in different contexts and with different stakeholder groups, studies such as this add significantly to our understanding of the impact of IELTS in both micro and macro contexts. Huy Van Nguyen is a lecturer in Applied Linguistics and TESOL at the Department of English, College of Foreign Languages, Hue University. Mai Nguyen is a Lecturer in Applied Linguistics and TESOL in the Department of Languages, Information and Communication at Manchester Metropolitan University, UK.
Phung Dao is a lecturer in Applied Linguistics and TESOL in the Department of Languages, Information and Communication at Manchester Metropolitan University, United Kingdom. His main research interests are in the field of second language acquisition (SLA), specifically focusing on second language acquisition in the classroom, peer interaction, student engagement in task-based interaction, task-based language teaching (TBLT), and second language pedagogy.
Test impact and key concepts
A theoretical framework
A large body of research has examined the effect of tests on various aspects of classroom contexts, including content, instructional activities, classroom activities, and learning outcomes (Burrow, 2004; Pan & Newfields, 2012; Saif, 2006; Smyth & Banks, 2012; Xie & Andrews, 2012). Given that examining the social implications of a test is part of validity research in language testing, more research is needed in this area to shed light on the social implications of IELTS for different policies and societies. As there is also a lack of studies investigating test effects at both micro and macro levels, it is important to examine the test effects at both levels to contribute to the more comprehensive understanding of the impact of IELTS and provide some practical implications for IELTS. partners, teachers, students and academic language tests as a whole.
In Vietnam, IELTS appears to be one of the most dominant international standardized tests used as a passport to various opportunities, such as getting a well-paid job, applying for scholarships, securing migration opportunities or being promoted in an institution (Vu, Nguyen & Nguyen, 2016). The study was conducted in central Vietnam (including Thua Thien Hue, Da Nang, Quang Binh, Quang Tri, Quang Ngai, Quy Nhon, Phu Yen, Nghe An and Gia Lai). Consisting of a narrow coastal plain and rugged highlands, Central Vietnam lies between Laos and Cambodia to the west and the sea to the east.
According to the Asian Development Bank (2017), a majority of Central Central provinces are considered rural areas (except Danang and Thu Thien Hue provinces) and thus have lower socio-economic status compared to major cities such as Ho Chi Minh city and the capital of Hanoi in the north and south of the country. Central Vietnam accounts for approximately 21% of the country's population and 30% of its uninhabited land area, yet its economy is not as dynamic as North or South Vietnam.
- Study design and procedure
- Data collection tools
- Data analysis
The survey was distributed to 250 IELTS teachers in Central Vietnam and responded to the survey. Research question 3), we interviewed seven IELTS teachers who agreed to participate in all follow-up interviews. Through these interviews, we explored how IELTS exerts its influence on teachers' lives through the practice of teaching IELTS preparation courses.
Question items focused on the following aspects: biodata, qualifications and training, certification of IELTS training, types of IELTS students, teaching locations (e.g. home or language center), IELTS modules (general or academic), understanding of IELTS, teaching materials , ways to recruit IELTS students, experience taking the IELTS test, language teaching experiences and the impact of IELTS on teachers. Information from the first-round interview led to other recommended sources of evidence and a follow-up interview. The topics of interviews included two main areas: i) professional impact (eg language capacity development, teaching approaches/strategies for IELTS and perceptions of IELTS); and ii) social impact (eg financial benefits, job opportunities or career development, social and economic benefits, challenges of teaching IELTS and perceptions of promotion and goals/ .. motivation for teaching IELTS) (see Appendix 2).
To answer the first and second research questions, the survey responses were analyzed using frequency counts (i.e. percentages) and descriptive data were reported. The content-based analysis (i.e. the identification of emergent themes) was then carried out to provide a detailed description of the IELTS teachers' characteristics.
- Characteristics of IELTS teachers in Central Vietnam
- IELTS teachers’ demographic information
- IELTS teachers’ training experiences
- IELTS teachers’ targeted learners
- Impact of IELTS on teachers’ language teaching
- Description of IELTS preparation courses
- The role of IELTS in language learning and teaching
- Perceived impact of IELTS on teaching
- Impact of IELTS on teachers’ lives
- A junior full-time university lecturer (Nam)
- A senior full-time university lecturer and administrator (Son)
- A junior freelance English teacher (Sa)
- An associate professor as an IELTS teacher (Hoa)
- A senior full-time lecturer as an IELTS teacher for high school students (Hung)
- A junior full-time language centre teacher (Hue)
- A junior full-time high school teacher (Que)
- Summative analyses of seven cases
- Diverse characteristics of IELTS teachers
- Teaching and learning goals
- Impact of IELTS on language teaching
- Perceived impact of IELTS on What to Teach
- Perceived impact of IELTS on How to Teach
- Impact of IELTS on teachers’ lives
- Positive impact on IELTS teachers’ profession
- Perceived benefits to IELTS teachers’ lives
Teachers reported that the majority of IELTS preparation courses (70.1%) were conducted in direct mode (Table 12). Financial well-being: He told us that he was "satisfied with the income" he earned from teaching IELTS preparation courses. Son stated that teaching IELTS preparation courses "has made him more knowledgeable about the content covered in the IELTS material".
She obtained her Masters and PhD abroad (New Zealand) and taught IELTS preparation courses for 14 years. Financial well-being: Hoa said she feels "satisfied with the extra income from teaching IELTS preparation courses". Thus, the income from teaching IELTS preparation courses appears to have contributed significantly to Ho's total income.
Que emphasized that "this was one of the main benefits" she gained from teaching IELTS preparation courses. Together, these factors suggest that teaching in IELTS preparation courses was driven by students' personal goals rather than government top-down language policies. In addition to describing the characteristics of the IELTS teachers, the study also explored the objectives of teaching IELTS preparation courses.
This was reflected in the teaching style, design and objectives of the IELTS preparation courses. These results provided evidence of the impact of IELTS on the teaching content of IELTS preparation courses. Because these IELTS preparation courses were customized, teachers had autonomy in choosing the teaching material.
Consequently, any supplementary material added to the core teaching material and the design of the IELTS preparation courses are based on the learners. These results indicated that teaching IELTS preparation courses was perceived as a driver of the teachers' desire for professional development. Thus, it appears that teaching the IELTS preparation courses creates a 'brand name' for the teachers who believe this is an indicator of their teaching effectiveness.
As well as positively impacting the teachers' professional lives, teaching IELTS preparation courses was reported to have an impact on their lives outside the classroom. The second social impact of teaching IELTS preparation courses was to establish a respected 'social status' for the teachers.
Washback in classroom assessment: A study of the washback effect in an Australian adult migrant English program. Equity and Validation in Language Assessment: Selected Papers from the 19th Research Colloquium on Language Testing, Orlando, Florida. Backfires of the International English Language Testing System at the Vietnam National University in Hanoi.
High-stakes testing and students' perspectives on teaching and learning in the Republic of Ireland. Washback and the classroom: The implications for teaching and learning of examination washback studies. An exploratory study of current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities.
Prispevek, predstavljen na 4. British Council New Directions in English Language Assessment: Standardized Testing and Proficiency scales.
Bạn đã từng tham gia khóa đào tạo giám khảo cho kỳ thi IELTS chưa?) A. Giới hạn độ tuổi của học viên IELTS của bạn (tuổi). Nếu có, vui lòng cung cấp tình trạng công việc/việc làm hiện tại của họ (Nếu có, vui lòng cung cấp chi tiết về công việc hoặc vị trí hiện tại của học sinh IELTS của bạn.
Giáo dục trung học phổ thông C. Học sinh IELTS của bạn dự định đăng ký du học ở những quốc gia nào. Động lực chính của học sinh khi học IELTS là gì?). Bài kiểm tra IELTS có ảnh hưởng đến việc bạn lựa chọn nội dung các bài học luyện thi IELTS (tức là những gì bạn dạy) không? Bạn có nghĩ rằng bài thi IELTS có ảnh hưởng đến nội dung các bài học trong lớp luyện thi IELTS của bạn không?).
Nếu có, vui lòng lưu ý ở đây bài kiểm tra ảnh hưởng như thế nào đến quyết định của bạn về nội dung bài học (Nếu có, vui lòng mô tả bài kiểm tra IELTS ảnh hưởng như thế nào đến việc lựa chọn nội dung bài giảng của bạn. Bài kiểm tra IELTS có ảnh hưởng đến việc bạn lựa chọn phương pháp luận (tức là cách bạn dạy) cho IELTS không các bài học chuẩn bị. Bạn có nghĩ rằng bài thi IELTS ảnh hưởng đến phương pháp hoặc cách dạy luyện thi IELTS của bạn không?).
Bạn có nghĩ rằng bài thi IELTS phù hợp để đánh giá trình độ tiếng Anh của học sinh không?). Theo bạn, bài thi IELTS có tạo được động lực tích cực cho học sinh học tiếng Anh không? Lớp luyện thi IELTS của bạn là một phần trong chương trình giảng dạy tiếng Anh tổng quát của bạn hay là một khóa học riêng biệt?).
Được phép có nhiều câu trả lời) (Bạn thường sử dụng những hoạt động nào trong lớp IELTS của mình? Bạn có thường xuyên sử dụng tất cả các hoạt động trong sách IELTS dành cho khóa học IELTS của mình không. Bạn có thường xuyên sử dụng tất cả các hoạt động trong sách IELTS dành cho khóa học IELTS của mình không? ? Sử dụng nó cho khóa học IELTS của bạn?).
Interview questions prompts
Commercial IELTS textbooks used in IELTS preparation courses
Tables of descriptive survey data