Predictability of IELTS in a High-Stakes Context: A Mixed Methods Study of Chinese Students' Perspectives on Test Preparation

Autor/inn/en	Ma, Hui; Chong, Sin Wang
Titel	Predictability of IELTS in a High-Stakes Context: A Mixed Methods Study of Chinese Students' Perspectives on Test Preparation
Quelle	In: Language Testing in Asia, 12 (2022), Artikel 2 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chong, Sin Wang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-021-00152-3
Schlagwörter	Foreign Countries; English (Second Language); Language Tests; Second Language Learning; High Stakes Tests; Test Preparation; Higher Education; Student Attitudes; Prediction; International Cooperation; Educational Experience; College Students; Social Isolation; China; United Kingdom; International English Language Testing System + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Vorhersage; Internationale Kooperation; Internationale Zusammenarbeit; Bildungserfahrung; Collegestudent; Soziale Isolation; Großbritannien; Language tests; Englisch
Abstract	High-stakes language tests are used around the world as a gatekeeping tool under the internationalization of higher education. However, the predictable aspect of the high-stakes language tests is seldom discussed, especially from students' perspectives. This study aims to address this gap by aiming to better understand how certain factors and conditions contribute to the predictability issue of IELTS from students' perspectives within a high-stakes context. This study used a mixed method approach to investigate the views and experiences of students within a Sino-UK joint college. The data collection was in two concurrent strands: online survey and group interviews. Findings suggested that IELTS can impact students negatively by narrowing their English learning scope, driving them into self-isolated way of study, doing repeated test-taking and buying predicted answers. Implications related to language test preparation are discussed in light of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01