Characteristics of the IELTS Reading Comprehension: Implications for Development of EFL Reading Comprehension Instruction

Abstract

Question type and format in reading tasks are essential characteristics that have been proven to affect students' performance. This study aims to investigate the characteristics of questions used in the IELTS reading comprehension tasks, including (1) question types and (2) question formats. The researchers collected 240 reading question items from six test modules in Barron's IELTS Preparation Test, authored by Lougheed (2016). The categorization criteria for different question types were adapted from Nuttall's (2005) taxonomy of questions. Question formats were categorized based on common question formats (Lougheed, 2013; Hughes, 2003). Data were analyzed using frequency and percentage. The findings revealed three common question types in the reading sections of IELTS preparation tests, including questions of literal comprehension (43.8%), questions of reinterpretation (43.3%), and questions of inference (12.9%). Five question formats were commonly used in the reading tests, including multiple-choice (33.3%), identifying information (28%), completion (25%), matching (11.7%), and short answer (2%). In addition, the study revealed four main patterns of question arrangement in the reading test as supplementary findings. This study discussed the characteristics of IELTS question items and patterns of question arrangement to contribute towards a more accurate interpretation of reading tasks and a prospective design for reading practice for EFL students.

Omani Student’s Awareness and Application of Reading Strategies in the IELTS-Based Reading Exams

“…Marjerison et al (2020) found that high-scoring participants employed expeditious reading strategies to find information, and more thorough reading strategies to find answers to question tasks. Also, a good grasp of reading question type and question format is beneficial to understanding its contents (Yathip & Chanyoo, 2022) and using the most appropriate strategy. Nosrati (2015) conducted a study on IELTS reading test-taking strategies.…”

The Correlation between Metacognitive Strategies and IELTS Reading Achievement among Chinese Students

“…The IELTS reading test evaluates candidates' English reading and comprehension abilities (Yathip & Chanyoo, 2022). Comprising three sections with different text types, the test demands careful reading and answering questions (Basnet, 2021).…”

Scientific mapping of research on English as a foreign language (EFL) reading instruction: A thirty-year perspective

“…Bibliometric data analysis concerning research topics in foreign language publications reveals a notable prevalence of terms such as “EFL” and “reading instruction” [ 15 ]. Notably, previous investigations have predominantly centered around teachers’ instructional strategies concerning vocabulary acquisition [ 16 , 17 ], reading strategies [ 18 , 19 ], reading comprehension [ 20 , 21 ], and critical thinking skills [ 22 , 23 ]. Moreover, there have been studies examining how EFL teachers conceptualize reading instruction within diverse cultural contexts [ [24] , [25] , [26] ].…”