Predictability of IELTS in a high-stakes context: a mixed methods study of Chinese students’ perspectives on test preparation

High-stakes language tests are used around the world as a gatekeeping tool under the internationalization of higher education. However, the predictable aspect of the high-stakes language tests is seldom discussed, especially from students’ perspectives. This study aims to address this gap by aiming to better understand how certain factors and conditions contribute to the predictability issue of IELTS from students’ perspectives within a high-stakes context. This study used a mixed method approach to investigate the views and experiences of students within a Sino-UK joint college. The data collection was in two concurrent strands: online survey and group interviews. Findings suggested that IELTS can impact students negatively by narrowing their English learning scope, driving them into self-isolated way of study, doing repeated test-taking and buying predicted answers. Implications related to language test preparation are discussed in light of the findings.

Use of standard samples for qualification inspections of testing laboratory for analysis safety of meat and meat products

This article provides insights into qualification testing, interlaboratory comparative testing, and qualification testing programs in testing laboratories that analyze the safety of meat and meat products. Samples with codes OK-MB- 21 were used as a model for interlaboratory comparisons. The uniformity and stability of the CC code was assessed in accordance with GOST R 50779.60-2017 “Statistical methods. Application in proficiency testing through interlaboratory testing ”. Seven laboratories participated in the proficiency testing program. The test preparation procedure was described and the test results determined whether each sample tested was satisfactory or questionable. Participants with unsatisfactory results are encouraged to identify the causes of the alarms, take corrective actions and document them, and identify and eliminate the causes of the unsatisfactory results.

The Influence of Test Preparation Programs on IELTS Test Performance among Bangladeshi Students’ Studying in Malaysia

Test preparation programs namely coaching, mock tests, and repetitive test-taking aid students in achieving language skills and comprehending the International English Language Testing System (IELTS) test procedure. This paper attempted to find out the influence of test preparation programs on candidates’ IELTS test performance. A quantitative method was used, and an online questionnaire survey was conducted to obtain the data. The population of the study was the Bangladeshi students at Universiti Putra Malaysia. Probability sampling, specifically simple random sampling techniques were used to draw the sample. Data were collected from a total of 100 students, and SPSS was employed to analyze the data. The finding showed that mock test (r = 0.450), coaching (r = 0.496), and repetitive test-taking (r = 0.369) have a positive and moderate correlation with IELTS test performance. In contrast, the mock test, coaching, and repetitive test-taking have 23.4%, 35.3%, and 21.3% influence on IELTS test performance, respectively. This study has implications for candidates’ teaching and learning opportunities for competitive English language test programs. Furthermore, it will deliver a diverse viewpoint on the preparation programs and show their effectiveness for future reference. This study can be used as a guideline for future research to improve test preparation programs for better test performance.

Study Buddy Teams: First-Year Cooperative Learning Inspired by Hevruta

This report examines a learning method that fosters engagement and cooperation between 1st-year university students in an academic writing and English proficiency test preparation course. The class was taught online in the spring semester. The students worked in long-term fixed study buddy teams of three or four both during and outside class time. Student teams regularly met online to practice English, share and reflect on their learning strategy use, and prepare for upcoming class sessions. Furthermore, during the summer break, the teams continued to meet weekly online to speak English and share what they were practicing individually, which they later reported kept them motivated. This report describes how the study buddy teams were utilized and how the students reacted. Student feedback about the course and teamwork throughout the semester was positive, the rate of active participation and attendance was high, indicating that the approach was successful. 本研究では、大学1年生のアカデミックライティングと英語能力テスト対策の授業において、学生同士の協力関係を育む学習方法を検討した。学生たちはstudy buddiesと呼ばれる少人数の長期固定チームで、授業の内外で活動した。春学期の授業はオンラインで行われたが、チームは授業内外で定期的にオンラインで会い、英語の練習、学習ストラテジーの使い方の共有と振り返り、次回の授業の準備などを行った。さらに夏休み中もオンラインで集まり、英語を話したり、個人的に練習していることを共有したりして、モチベーションを維持した。本研究では、チームがどのように活用され、学生がどのように反応したかを紹介する。学期を通してstudy buddiesシステムに関する学生の評価はポジティブなものであった。また学生の各セッションへの参加は積極的であり、授業の出席率も高かったことが、このアプローチの成功を示している。

Students’ Achievement on Institutional TOEFL an Evaluation at FBS Universitas Wijaya Putra

This study tries to describe students’ achievement on institutional TOEFL in Universitas Wijaya Putra. The test is meant as a means of evaluation upon the launching of a mandatory subject as a prerequisite towards final paper writing. The program begins with ten weeks of test preparation completed with a try-out test and the final test. This is a descriptive study since it tries to depict the result of their achievement and the most difficult section of the test. The data analysis uses the computation upon the results mostly applied for Excel Program, particularly in finding the Mean (X) and the Standard Deviation (S). The findings derived from the data analysis tell that 62.85% of the class belong to Grade D which means it is far below expectation. The finding also identified that Listening Section is to be the most difficult part of the test. Still, the findings say none of the students included into the level of either extremely excellent or failed. It is a big task to fulfill a better target for the coming classes by undergoing revision and development in many aspects, especially in time allocation and the module.

Test Preparation in Figural Matrices Tests: Focus on the Difficult Rules

It is well documented that training the rules employed in figural matrices tests enhances test performance. Previous studies only compare experimental conditions in which all or no rules were trained and therefore ignore the particular influence of knowledge about the easy and difficult rules. With the current study, we wanted to provide some first insights into this topic. Respondents were assigned to four groups that received training for no rules, only the easy rules, only the difficult rules, or for all rules. The results show that a training only for the difficult rules was more effective than the other trainings. This applies also to performance in the easy rules that were actually not part of the training. A possible explanation for this finding is a facilitation of the solution process that is primarily driven by knowledge about the difficult rules. In conclusion, our results demonstrate that taking differences between the rules into account may provide a deeper understanding of the effects of trainings for figural matrices tests.