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The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course

  • Tony Clark

    Tony Clark is Head of IELTS Research at Cambridge University Press & Assessment. His research interests include language assessment and pedagogy, particularly writing acquisition, standard setting, accommodations, test preparation, diagnostic assessment and lexical studies. These interests largely emerged from pedagogical experience. He has published in and reviews for major testing journals and holds a PhD from Bristol University. Since joining Cambridge English, he has been responsible for the IELTS Joint-funded Research Program and the Caroline Clapham Master’s Award, acted as Permanent Secretary/Chair of the IELTS Joint Research Committee, and led on a number of high-profile cross-partner research projects, in addition to several standard-setting workshops.

    ORCID logo EMAIL logo     und Guoxing Yu

    Guoxing Yu, University of Bristol, earned his PhD from Bristol in 2005, supervised by Prof. Pauline Rea-Dickins; his dissertation was awarded the Jacqueline Ross TOEFL Dissertation Award by Educational Testing Service (2008). He is an Expert Member of European Association for Language Testing and Assessment; an Executive Editor of Assessment in Education; a member of Editorial Board of Assessing Writing, Language Assessment Quarterly, Language Testing, and Language Testing in Asia, and the co-editor of two book series: Pedagogical Content Knowledge for English Language Teachers (Foreign Language Teaching and Research Press, with Peter Gu, Victoria University of Wellington) and Research and Practice in Language Assessment (Palgrave, with Anthony Green, University of Bedfordshire). He has published widely in academic journals including Applied Linguistics, Assessing Writing, Assessment in Education, Language Testing, Language Assessment Quarterly, and IELTS Research Reports.

     ORCID logo
Veröffentlicht/Copyright: 12. Oktober 2022
Applied Linguistics Review
Aus der Zeitschrift Applied Linguistics Review Band 15 Heft 3

Abstract

Preparation for university entrance tests now forms a significant part of international English language pedagogy, with considerable numbers of learners aiming to study abroad requiring supportive instruction. This important learning stage underpins subsequent experiences and requires further investigation, if later challenges faced by international university students are to be understood. This paper’s Japan-based research included observing an entire intensive IELTS preparation course (N = 12 students) over a five-week period. Additionally, two instructors and seven learners were interviewed, and forty homework essays collected. Pedagogical approaches, participant perspectives and the test preparation process itself are described in depth. Thematic analysis of qualitative data indicated three key findings. First, a think-plan-write essay model may improve students’ performance under timed test conditions, if supported by classroom exercises on lexis, grammar and structure. Second, introducing unfamiliar academic writing structures using model answers and increasing test knowledge (particularly using simplified rubrics) helped clarify expectations of western-style writing. Third, test preparation should be broader than increasing score gains alone; introducing academic writing is a justified and viable objective of preparation courses.

Keywords: academic writing; IELTS; Japan; pedagogy; test preparation
Corresponding author: Tony Clark, Research Group, Cambridge University Press & Assessment, Cambridge, UK, E-mail:

Funding source: British Council Assessment Research Award

About the authors

Tony Clark

Tony Clark is Head of IELTS Research at Cambridge University Press & Assessment. His research interests include language assessment and pedagogy, particularly writing acquisition, standard setting, accommodations, test preparation, diagnostic assessment and lexical studies. These interests largely emerged from pedagogical experience. He has published in and reviews for major testing journals and holds a PhD from Bristol University. Since joining Cambridge English, he has been responsible for the IELTS Joint-funded Research Program and the Caroline Clapham Master’s Award, acted as Permanent Secretary/Chair of the IELTS Joint Research Committee, and led on a number of high-profile cross-partner research projects, in addition to several standard-setting workshops.

Guoxing Yu

Guoxing Yu, University of Bristol, earned his PhD from Bristol in 2005, supervised by Prof. Pauline Rea-Dickins; his dissertation was awarded the Jacqueline Ross TOEFL Dissertation Award by Educational Testing Service (2008). He is an Expert Member of European Association for Language Testing and Assessment; an Executive Editor of Assessment in Education; a member of Editorial Board of Assessing Writing, Language Assessment Quarterly, Language Testing, and Language Testing in Asia, and the co-editor of two book series: Pedagogical Content Knowledge for English Language Teachers (Foreign Language Teaching and Research Press, with Peter Gu, Victoria University of Wellington) and Research and Practice in Language Assessment (Palgrave, with Anthony Green, University of Bedfordshire). He has published widely in academic journals including Applied Linguistics, Assessing Writing, Assessment in Education, Language Testing, Language Assessment Quarterly, and IELTS Research Reports.

  1. Research funding: This work was funded by British Council Assessment Research Award.

Table 1:

framework for description.

Element of test preparation Why was this selected? Role in the research
Writing acquisition challenges Writing is an essential skill for subsequent UK study, as candidates will be expected to complete written essays for their assessed work. Principal focus of this investigation.
Test preparation pedagogical approaches Understanding how different strategies are used is the objective of the research. Principal focus of this investigation.
Materials/score gains/candidate learning history/proficiency level/course format Important background information required. Not directly addressed in this research per se, but included to contextualise the principal foci above.
Table 2:

Individual student profiles.

Student name and gender Occupation (age in brackets) Reason for taking IELTS Overall IELTS score required (minimum) Other languages/ time spent abroad
Nana (f) Student (27) Postgraduate study in UK 7.0 (university stipulation) Studies French and polish (low level), spent 2 months in the U.S. as an exchange student
Mami (f) Researcher and student (30) Study project in the UK 6.0 (university stipulation) Went to an English-medium high school. Lived in Germany for several months for work, speaks intermediate German.
Yuriko (f) Student (22) Postgraduate study at UK institution 6.0 (university stipulation) Travelled for father’s work and learned some spoken English
Etsuko (f) Recent graduate (26) Postgraduate study UK 6.0 (university stipulation) Spent 9 months in U.S. as an exchange student
Hanae (f) Student (30) Postgraduate study (undecided location) 6.5 (university stipulation) Working holidays: Australia 1.5 years, Canada 6 months. Takes online English conversation classes.
Yosuke (m) Financial adviser (25) Postgraduate work (unspecified details) 6.0 (university stipulation) Lived in Canada for 1 year learning English, and the U.S. for several months.
Fumiko (f) Office temp (construction company) and musician (31) Postgraduate study UK 7.0 (university stipulation) Used to study French and Spanish (low-level, part of degree course)
Table 3:

Data to be collected* (further details).

Data site observations Students Teachers Interviews Students interviewed Teachers Essays types collected
English language school, tokyo 30 h (10 lessons) 12 2 30–40 min 7 (all conducted individually) 2 Task 1 &Task 2

  1. *12 students in the class in total, seven of them agreed to be interviewed.

Table 4:

observation sheet categories and purpose.

Observation Category Purpose of inclusion and key areas informed
(1) Lesson profile Aims of lesson identified, how time is divided between pedagogical items, syllabus fit, any deviation from pre-planned content.
(2) Class profile Students in attendance, seating positions, room layout and changes in each of these as the course progresses.
(3) Teaching and Tasks (pedagogy) Main body of observation notes – a thorough account of each task/ exercise as it happens: Timekeeping, student reaction, apparent difficulty level, mood, atmosphere and other contextual items of relevance. Writing main focus, but brief notes taken for other skills sections for reference.
(4) Researcher notes Observations that did not match above categories about any aspect of data collection to contribute to holistic account.
(5) Researcher actions This was a valuable category to remind me of necessary tasks as they emerged as the observations progressed, for example to organise X or print Y. A list of such actions helped the collection phase run smoothly.
Table 5:

sample interview questions for test preparation candidates writing in focus and academic writing.

How do you find time management? Why is that a problem? Or: How did you learn to manage time?

  1. To see how students feel time plays a role in their exam writing and uncover any coping strategies used- informs RQ

Are you confident using paragraphs? What are paragraphs used for? (To check if required)

  1. To find out if learners feel they can use paragraphs effectively and then get a sense of if this matches up with the reality- informs RQ

Table 6:

selected teacher interview questions. Teaching history and previous IELTS preparation (and warm-up).

What score do most students you teach need to get overall? And for writing? How much time do you think IELTS students generally have between starting lessons at the school and needing a certain score? Is there any flexibility on this?

  1. To find out instructor perspectives on learner needs

  2. To inform RQ
How do you feel about teaching writing in IELTS? Do you find teaching writing easy or difficult? Why is that?

  1. To contribute to constructing a brief teacher profile

  2. To inform RQ

Table 7:

Test preparation approaches by theme.

Theme 1 Introducing a think-plan-write essay model and early lexical work Generating ideas (addressed in 8/10 lessons)
concept mapping (8/10 lessons)
Theme 2 Moving towards academic-style organisation, grammar and structure Paragraphs, rubrics (7/10 lessons)
Lexical work (7/10 lessons)
Theme 3 Applying simplified rubrics and editing exemplary texts Rubrics and checklist (6/10 lessons)
Model answers (6/10 lessons)
Timed output sessions (6/10 lessons)
Improving topic ‘knowledge’ (9/10 lessons)

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Received: 2021-10-20
Accepted: 2022-09-14
Published Online: 2022-10-12
Published in Print: 2024-05-27

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers
  4. “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form
  5. Tourism, commodification of Dongba script and perceptions of the Naxi minority in the linguistic landscape of Lijiang: a diachronic perspective
  6. The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
  7. Stylistic alignment in natural conversation involving second language speakers
  8. Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
  9. Epistemic positioning by science students and experts: a divide by applied and pure disciplines
  10. Sociocultural influence on engineering students’ collaborative design project: an Activity Theory perspective
  11. Interplay between language and identity: Chinese returnee scholars in the internationalisation of higher education
  12. The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course
  13. Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners: a structural equation modeling analysis
  14. Syntactic variation and Pan-Hispanic awareness in teachers of Spanish as a second language
  15. Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
  16. Effects of working memory capacity and distance-based complexity on agreement processing: a crosslinguistic competition account
  17. Review Article
  18. Oral corrective feedback on lexical errors: a systematic review
https://doi.org/10.1515/applirev-2021-0164
Schlagwörter für diesen Artikel
academic writing; IELTS; Japan; pedagogy; test preparation

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers
  4. “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form
  5. Tourism, commodification of Dongba script and perceptions of the Naxi minority in the linguistic landscape of Lijiang: a diachronic perspective
  6. The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
  7. Stylistic alignment in natural conversation involving second language speakers
  8. Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
  9. Epistemic positioning by science students and experts: a divide by applied and pure disciplines
  10. Sociocultural influence on engineering students’ collaborative design project: an Activity Theory perspective
  11. Interplay between language and identity: Chinese returnee scholars in the internationalisation of higher education
  12. The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course
  13. Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners: a structural equation modeling analysis
  14. Syntactic variation and Pan-Hispanic awareness in teachers of Spanish as a second language
  15. Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
  16. Effects of working memory capacity and distance-based complexity on agreement processing: a crosslinguistic competition account
  17. Review Article
  18. Oral corrective feedback on lexical errors: a systematic review
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