The Effect of Mock Tests on Iranian EFL learners’ Test Scores

Hossein Khodabakhshzadeh, Reza Zardkanloo

Abstract


The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015) believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007). Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS) preparation courses on students’ overall IELTS scores. Fifty one IELTS students were selected non-randomly through the quota sampling approach out of 76 students at Mahan Language Institute in Birjand, Iran.  These participants were distributed into Group 1 (n=25) and Group 2 (n=26). A complete IELTS test was administered to ensure that the Groups were homogeneous and to serve as pretest. After 10 sessions of intervention, a different IELTS test was administered as posttest. The results of between subject analysis through independent samples t-test revealed that using Mock tests in the IELTS preparation courses can positively affect the participants scores on IELTS exam. Pedagogical implications are discussed.


Keywords


Mock tests, IELTS test, washback effect, language proficiency

Full Text:

PDF

References


Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied linguistics, 14(2), 115-129.

Amirian, F. (2016). The effect of purposeful time-allocation strategies on IELTS candidates` writing skills and performance. (Unpublished Master's Thesis). Payame Noor University I.R., Iran.

Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1).

Cheng, L., & Watanabe, Y. (Eds.). (2004). Washback in language testing: Research contexts and methods. London: Routledge.

Chung, M., & Nation, I. S. P. (2006). The effect of a speed reading course. English Teaching, 61(4).

Erfani, S. S. (2012). A comparative wash back study of IELTS and TOEFL iBT on teaching and learning activities in preparation courses in the Iranian context. English Language Teaching, 5(8), 185.

Ghamarian, D., Motallebzadeh, K., & Fatemi, M. A. (2014). Investigating the relationship between the washback effect of IELTS test and Iranian IELTS candidates’ life skills. Journal of Language and Linguistic Studies, 10(1), 137-152.

Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115.

Green, A. (2007). IELTS wash back in context: Preparation for academic writing in higher education. Cambridge: Cambridge University Press.

IELTS. (2013). IELTS: English for international opportunity. http://www.ielts.org/ default.aspx.

Jin, Y. (2011). Fundamental concerns in high-stakes language testing: The case of the college English test. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 71-83.

Kuen, Y. L., & Embi, M. A. (2012). MUET preparation language learning strategies. Advances in language and literary studies, 3(1), 84-93.

Lewthwaite, M. (2007). Teacher and student attitudes to IELTS writing tasks: positive or negative washback. UGRU Journal, 5, 1-16.

Lumley, T., & Stoneman, B. (2000). Conflicting perspectives on the role of test preparation in relation to learning. Hong Kong Journal of Applied Linguistics, 5(1), 50-80.

Mohammadi, L. (2016). The effect of applying time constraints on IELTS candidates' writing error types and their attitudes. (Unpublished Master's Thesis). Payame Noor University, Iran.

Moore, T., & Morton, J. (2005). Dimensions of difference: A comparison of university writing and IELTS writing. Journal of English for Academic Purposes, 4(1), 43-66.

Naseri, S., Maghsoudi, M., & Rajabi, P. (2014). The Effect of Speed Reading on IELTS EFL Learners’ Reading Comprehension Ability. International Journal of Language Learning and Applied Linguistics. 5(10), 506-514.

Panahi, R., & Mohammaditabar, M. (2015). The strengths and weaknesses of Iranian IELTS candidates in academic writing task 2.Theory and Practice in Language Studies, 5(5), 957.

Park, T. (2008). Scoring procedures for assessing writing. Retrieved on July, 14, 2011 from https://journals.cdrs.columbia.edu/wp-content/uploads/sites/12/2015/05/3.2-Park-2003.pdf

Phakiti, A., Hirsh, D., & Woodrow, L. (2013). It’s not only English: Effects of other individual factors on English language learning and academic learning of ESL international students in Australia. Journal of Research in International Education. 12 (3), 239–58.

Rashidi, N., & Javanmardi, F. (2011). The IELTS preparation washback on learning and teaching outcomes. Cross-Cultural Communication, 7(3), 132-144.

Rasti, I. (2009). Iranian candidates’ attitudes towards IELTS. Asian EFL journal, 11(3), 110-155.

Salehi, H., & Yunus, M. Md. (2012). The washback effect of the Iranian universities entrance exam: Teachers' insights. GEMA Online™ Journal of Language Studies, 12(2), 609-628.

Watanabe, Y. (2004). Methodology in washback studies. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 19-36). Mahwah, NJ: Lawrence Erlbaum Associates.

Yang, Y., & Badger, R. (2015). How IELTS preparation courses support students: IELTS and academic socialisation. Journal of Further and Higher Education, 39(4), 438-465.

Zhenhua, Y. (2008). An analysis of the increasing popularity of IELTS (International English Language Testing System) in China. Australian Studies Centre, Renmin University of China.




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.47

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.