An Investigation into Learning and Efficiency of IELTS Academic Tests in 22 Asian Countries: Towards an Interactive Model

مطالعات زبان و ترجمه

Article 6, Volume 55, Issue 1, April 2022, Pages 139-171   

Document Type: Research Article

DOI: 10.22067/jlts.2021.60834.0

Authors

Goodarz Shakibaei^{* 1}; Parvona Jamshidova²

¹Department of English, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

²Department of English, Russian-Tajik Slavonic University, Tajikistan

Abstract

IELTS tests measure English knowledge of candidates who wish to work, live or pursue their studies in English-speaking countries according to the most valid international standards for testing. Using a survey method, this study aimed to examine learning and efficiency of IELTS academic tests administered in 22 Asian countries in order to present an interactive model. To this end, the receptive skills of reading and listening and the productive skills of speaking and writing were identified. The required data for this study consisted of relevant documents on accessible databases and the research sample was identified through purposive sampling. The results indicate that there is a significant correlation between the four skills of the IELTS exam. The findings of the present study also show that Iran and India have the same mean scores in terms of the IELTS test, and the mean scores of Malaysia are much higher than those of Iran and India in 2018. In order to provide a comprehensive and extensible model of English language learning, the speaking skill as a productive skill plays a vital important and effective role among other four skills in IELTS academic tests and it affects how the learner learns other skills of the test. Overall, integrating the main four language skills is recommended for English classes.

Keywords

IELTS Test; Interactive Learning Model; Productive Skills; Receptive Skills

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