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Washback to learning outcomes: a comparative study of IELTS preparation and university pre-sessional language courses

Research Output: Contribution to journal Article Peer-review

Abstract

This study investigated whether dedicated test preparation classes gave learners an advantage in improving their writing test scores. Score gains following instruction on a measure of academic writing skills—the International English Language Testing System (IELTS) academic writing test—were compared across language courses of three types; all designed for international students preparing for entry to UK universities. Course types included those with a test preparation focus, those designed to introduce students to academic writing in the university setting and those combining the two. In addition to IELTS academic writing test scores, data relating to differences in participants and practices across courses were collected through supplementary questionnaire and test instruments. To take account of the large number of moderating variables and non-linearity in the data, a neural network approach was used in the analysis. Findings indicated no clear advantage for focused test preparation.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 75-97

Journal (Volume, Issue Number)

Assessment in Education: Principles, Policy and Practice (Volume 14, Issue 1)

Publication milestones

  • Published - 25/04/2007

Publication status

Published - 25/04/2007

ISSN

0969-594X

External Publication IDs

  • handle.net: 10547/623668
  • Scopus: 76849115128

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