The Effects of Coaching and Repeated Test-Taking on Chinese Candidates' IELTS Scores, Their English Proficiency, and Subsequent Academic Achievement

Autor/inn/en	Hu, Ruolin; Trenkic, Danijela
Titel	The Effects of Coaching and Repeated Test-Taking on Chinese Candidates' IELTS Scores, Their English Proficiency, and Subsequent Academic Achievement
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 10, S.1486-1501 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Ruolin) ORCID (Trenkic, Danijela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1691498
Schlagwörter	Test Coaching; Test Preparation; Repetition; Testing Problems; Predictive Validity; Language Tests; Cloze Procedure; Grade Inflation; Language Proficiency; English (Second Language); Second Language Learning; Graduate Students; Foreign Students; Asians; Young Adults; Academic Achievement; Correlation; Foreign Countries; Scores; High Stakes Tests; Industry; United Kingdom; International English Language Testing System + Suchen Sie Ihr Suchwort? Testverfahren; Wiederholung; Language test; Sprachtest; Lückentext; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Asian; Asiat; Asiatin; Asiaten; Asiate; Young adult; Junger Erwachsener; Schulleistung; Korrelation; Ausland; Industrie; Großbritannien; Language tests; Englisch
Abstract	Although most international students arrive with required language qualifications, many struggle with the linguistic demands of their programmes. This study explored whether the test-preparation industry undermines the qualifications with which students arrive. English proficiency of 153 Chinese student in the UK was tested on the Duolingo English Test and a C-test. Students who attended IELTS-coaching programmes scored lower on both measures compared to students who met entry requirements without such help. Furthermore, the number of attempts to achieve a particular IELTS score was negatively correlated with the other English proficiency scores on arrival. The results confirm that coaching, and to some extent repeated test-taking, boost IELTS scores without generalising to other proficiency measures. The effects were, however, small so that despite the observed inflation, IELTS scores were a reliable predictor of academic success: the rise of one IELTS band resulted in the average grade increase of 9 and 4 points (out of 100) in linguistically more and less demanding disciplines, respectively. The results underscore the important role that language plays in study success, and show that many international students get accepted with levels of English that limit their academic achievement. The test-preparation industry contributes in part to this. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01