An Investigation on the Attitudes of IELTS and TOEFL iBT Teachers: A Quantitative and Qualitative Washback Study

Erfani, Shiva Seyed

doi:10.9734/bjesbs/2014/5674

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…Nira also added that with a small number of students in a class, she can monitor their progress in studying the test preparation. Vol 6, No 2, August 2019E-ISSN = 2641-1446, P-ISSN = 2356-2404 Erfani (2014), Feast (2002) and Herwandar et al (2012) justify TOEFL and IELTS being gained to meet the requirements of university admission and scholarships. It means that TOEFL and IELTS are important for those who need one of them.…”

Section: The Number Of Students In the Classmentioning

confidence: 99%

The Challenges and Strategies of Teachers in Teaching TOEFL and IELTS Test Preparation

Roza

2019

J.ofEngforAcad

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High-stake English proficiency tests, such as TOEFL and IELTS, open up opportunities for the people in Indonesia to study in reputable universities, both local and abroad. Since Indonesian learners are non-native English speakers, some institutions help them to overcome the problems they have with the tests. Related to these issues, the teachers may face some challenges in teaching the students who want to reach their target scores. For that reason, this study was conducted to find out: 1) teacher challenges in teaching the TOEFL and IELTS tests, and 2) teacher strategies in motivating the students. The location of the study was in an English educational institution in Pekanbaru. The participants were 10 teachers who had taught these tests preparation for more than two years. The method used was a qualitative approach with face-to-face interviews as the data collection instrument. It was found that the challenges of the teachers in teaching the tests were 1) students’ high expectations, 2) lack of effort from students, 3) study time limitations, 4) teachers’ experience, 5) issues with high school students, and 6) the number of students in a class. It was also found that the teachers’ strategies in motivating the students were 1) students’ awareness of the opportunities of passing the tests, 2) fun learning, 3) telling stories of people who are successful through passing the tests, and 4) reminding the students why they joined the class, spending much money, time and energy on these tests. All in all, though teachers faced some challenges in teaching IELTS and TOEFL tests, they also had strategies to overcome them.

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Section: The Number Of Students In the Classmentioning

confidence: 99%

The Challenges and Strategies of Teachers in Teaching TOEFL and IELTS Test Preparation

Roza

2019

J.ofEngforAcad

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“…Even the counterpart of the TOEFL that is the IELTS (International English Language Testing System) does the same thing. Both TOEFL and IELTS strongly influenced the teachers' attitude (Erfani, 2014).…”

Section: Introductionmentioning

confidence: 99%

Indonesian College Students� Perceptions of Toefl Preparation Class

Masfufah

2018

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“…1513-1519, July 2015 DOI: http://dx.doi.org/10.17507/tpls.0507. 27 pattern of correlations that the measure is associated with these variables in theoretically predictable ways (Cronbach and Meehl, 1955, p. 288).…”

Section: Introductionmentioning

confidence: 99%

Construct Validation of TOEFL-iBT (as a Conventional Test) and IELTS (as a Task-based Test) among Iranian EFL Test-takers’ Performance on Speaking Modules

Zahedkazemi¹

2015

TPLS

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Abstract-The aim of the present research is to examine the construct validation of the speaking sections of two internationally known language proficiency examinations, namely IELTS and TOEFL iBT. IELTS (International English Language Testing System) and TOEFL iBT (Test of English as a Foreign Language, Internet-based Test) are two common examples of high-stake standardized tests which play a critical role in determining the future life of their candidates. This research seeks to scrutinize how IELTS and TOEFL iBT tap the same construct validity on the speaking proficiency of their candidates and moreover about the similarity of results for both IELTS and the TOEFL speaking tests. Participant in this study were 30 EFL students at high level of education in Khuzestan. Finding reveal that the IELTS and the TOEFL speaking tests share both differences and mostly similarities in terms of measuring a candidates' speaking ability. Different analyses yielded highly similar results: two tests are significantly correlated, classification of agreement between test-taker 'performance on both speaking test was very close. The study considers both the theoretical and practical implications of these findings for Iranian stakeholders in particular and for test users in general.

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An Investigation on the Attitudes of IELTS and TOEFL iBT Teachers: A Quantitative and Qualitative Washback Study

Abstract: Literature and interpreted the analyses of the study. She wrote the first draft and approved the final manuscript.

Cited by 3 publications

References 28 publications

The Challenges and Strategies of Teachers in Teaching TOEFL and IELTS Test Preparation

The Challenges and Strategies of Teachers in Teaching TOEFL and IELTS Test Preparation

Indonesian College Students� Perceptions of Toefl Preparation Class

Construct Validation of TOEFL-iBT (as a Conventional Test) and IELTS (as a Task-based Test) among Iranian EFL Test-takers’ Performance on Speaking Modules

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