The Effect of the Gender and Culture of the IELTS Examiner on the Examinees’ Performance on the IELTS Speaking Test in the UAE Context

Abstract

This study examined the effect of the gender and culture of the IELTS examiner on the performance of Arab examinees on the IELTS speaking test. It relied on Communication Accommodation Theory to account for the linguistic behaviour of the examinees in reaction to the gender and the culture of the IELTS examiner. Through interviewing 15 female and 15 male IELTS examinees in Al Ain, the UAE and conducting focus group interviews with 10 IELTS teachers, the study showed that the two independent variables, i.e. the gender and culture of the IELTS examiners had different impacts on the examinees’ performance on the IELTS speaking test. The results demonstrated that the gender of the IELTS examiner affected the performance of the Arab examinees in terms of preference. It also showed that the examiners’ culture influenced the answers provided by the examinees who may not have been aware of certain cultural aspects related to the questions asked in the IELTS speaking test and vice versa. With respect to communication accommodation, the IELTS examinees’ answers demonstrated a divergence tendency rather than a convergence one, reflecting a desire to establish social distance with the interlocutor, which may exhibit their strong feelings about their identity.

Students’ perceptions of applying critical thinking to learning and practicing English speaking skills

“…Table 1 and Figure 1 also reveal that only 21.6% of the participants frequently used cohesive devices to make their answers logical, and 51 of them paid the least attention to Coherence when speaking. These numbers confirm one other obstacle to lower students because critical thinking is reflected only when students can express their opinions clearly and organize ideas coherently (Altakhaineh et al, 2019;Seedhouse & Egbert, 2006), which is only suitable for higher-level students (Kennedy, 2007). Moreover, students did not show frequent participation in discussions with other people (16.9%).…”

“…Although group discussion is one of the techniques that can boost learners' critical thinking skills (Hasanah & Malik, 2020;Sriarunrasmee et al, 2015), students in Vietnam are familiar with passive learning which is mostly teacher-oriented (Le, 2011). Passive learning is not suitable for critical thinking (Snider & Schnurer, 2002) and can prevent learners from developing their ability to compare, contrast, and evaluate different ideas, which are necessary for critical thinking skills (Altakhaineh et al, 2019;Seedhouse & Egbert, 2006). Also, classes with low learning outcomes often witness students' lack of confidence and information for discussions (Purvis et al, 2014, as cited in Oktavia & Ridlo, 2020.…”

“…Also, speaking skills now require more than just the ability to deliver messages verbally. Take the International English Language Testing System (IELTS), which is a common standard of English proficiency nowadays in tertiary education in Vietnam, as an example, students have to show both spoken ability and critical thinking when it comes to speaking skills on the test through answering abstract issues and organizing their ideas coherently (Altakhaineh, Al-Tkhayneh, & Rahrouh, 2019).…”

Teachers’ and Students’ Perceptions of the Effect of Cultural Background in the IELTS Listening Test

“…Because of such influence, communication between EFL learners and native English speakers is misled by a gap which EFL learners are sometimes unable to overcome. Previous studies have already linked the cultural aspect of language with the difficulties learners of a language face while communicating with speakers of that language (see Alptekin, 2002;Clarke et al, 2009;Altakhaineh and Zibin, 2014;Altakhaineh, AL-Tkhayneh and Rahrouh, 2019). Specifically, Altakhaineh and Zibin (2014) noted that there is clear evidence that Arab EFL learners have inadequate understanding of the interconnection of language with culture.…”

Measuring the Total Knowledge of English Sports Terminology by the Physical Education Students at Saudi Universities

“…Sport is a phenomenon which transcends the bounds of language and culture in today's world, since it is practiced internationally. Nevertheless, for a number of reasons, English has become the official language of sport and a way to communicate successfully with people from different cultures (1,2). The gradual increase of the use of English sport terms in the world of sport reinforces the importance of familiarizing students of physical education and sports science with English sport terms.…”