Critical Analysis of the IELTS Writing Test
Critical Analysis of the IELTS writing test
I. Introduction
I.1. Background
English is systematically used as the lingua franca between persons no sharing the same native language. It is generally adopted as the first language by the majority populations of sovereign states, and is widely learned as a second language in most of the countries around the world.
Recently, the number of overseas students willing to study in universities in
English-speaking countries has significantly increased. Before admission, non-English-speaking students must provide evidence of proficiency in that language to enter these universities. One of the most popular test for this purpose is the International English Language Testing System or IELTS.
The purpose of most language exams is to gain admission to academic institutions, apply for a job or emigrate.
I.2. Structure of discussion
Although several studies were conducted assessing the IELTS test in general, only little works were proposed regarding the writing component of this test.
For this reason, this paper only aims to focus on the assessment of writing.
Firstly, an overview of this module will be presented, and then an analysis of the validity and reliability of this component will be proposed in this essay.
II. Critical analysis of IELTS
II.1. An overview of the IELTS.
Originally created in 1980 as the English Language Testing Service (ELTS), it evolved in 1989 into the International English Language Testing System
(IELTS), and is used in more than 500 locations in approximately 120 countries around the world. Both international and local ESL (English as a
Second Language) students are tested on their English language proficiency, in each of the four macroskills that composed the test, namely: listening, speaking, reading and writing, in both General and Academic modules.
Applicants must obtain a minimum band-score, determined by each universities, that is reported on
I. Introduction
I.1. Background
English is systematically used as the lingua franca between persons no sharing the same native language. It is generally adopted as the first language by the majority populations of sovereign states, and is widely learned as a second language in most of the countries around the world.
Recently, the number of overseas students willing to study in universities in
English-speaking countries has significantly increased. Before admission, non-English-speaking students must provide evidence of proficiency in that language to enter these universities. One of the most popular test for this purpose is the International English Language Testing System or IELTS.
The purpose of most language exams is to gain admission to academic institutions, apply for a job or emigrate.
I.2. Structure of discussion
Although several studies were conducted assessing the IELTS test in general, only little works were proposed regarding the writing component of this test.
For this reason, this paper only aims to focus on the assessment of writing.
Firstly, an overview of this module will be presented, and then an analysis of the validity and reliability of this component will be proposed in this essay.
II. Critical analysis of IELTS
II.1. An overview of the IELTS.
Originally created in 1980 as the English Language Testing Service (ELTS), it evolved in 1989 into the International English Language Testing System
(IELTS), and is used in more than 500 locations in approximately 120 countries around the world. Both international and local ESL (English as a
Second Language) students are tested on their English language proficiency, in each of the four macroskills that composed the test, namely: listening, speaking, reading and writing, in both General and Academic modules.
Applicants must obtain a minimum band-score, determined by each universities, that is reported on
References: Bachman, L.F. (1990) Fundamental Considerations in Language Testing. Oxford University Press. Ballard, B. & Clanchey, J. (1991) Assessment by Misconception: Cultural Influences and Intellectual Traditions. In Hamp-Lyons, L. (Ed.) Assessing Second Language Writing In Academic Contexts. pp. 19-36. Norwood, N.J.: Ablex Publishing Corporation. Brown, H.D. (2001) Principles of Language Learning. 4th ed. White Plains, New York: Longman Cotton, F Falvey, P. and S. D. Shaw. 2006. ‘IELTS writing: revising assessment criteria and scales (phase 5)’. Research Notes 23: 7–12. Hamp-Lyons, L. 1990. ‘Second language writing assessment issues’ in B. Kroll (ed.). Second Language Writing:Research Insights for the Classroom.NewYork: Cambridge University Press Hughes, A. (1989) Testing for Language Teachers. Cambridge: Cambridge University Press. Kroll, B. and J. Reid. 1994. ‘Guidelines for designing writing prompts: clarifications, caveats, andcautions’ Moore, T. and J. Morton. 1999. ‘Authenticity in the IELTS Academic Module.Writing Test: A Comparative Study of Task 2 Items and University Assignments’. IELTS Research Reports Vol. 2, Paper 4. O’Loughlin, K Shaw, S. D. 2004. ‘IELTS Writing: Revising Assessment Criteria and Scales (phase 3)’. Research Notes 16: 3–7. Uysal, H. H. 2009, 'A Critical Review of the IELTS Writing Test '