Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Manair Abdullah Alanezi; Ahmad Ali Alenezi

doi:doi:10.11648/j.ijll.20241202.13

Research Article |

| Peer-Reviewed

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Manair Abdullah Alanezi, Ahmad Ali Alenezi^*

Published in International Journal of Language and Linguistics (Volume 12, Issue 2)

Received: 4 March 2024 Accepted: 18 March 2024 Published: 2 April 2024

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.

Published in	International Journal of Language and Linguistics (Volume 12, Issue 2)
DOI	10.11648/j.ijll.20241202.13
Page(s)	96-103
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

IELTS, Test Impacts, Consequence Effects, Teaching Strategies, Language Assessment

References

[1]	Afzal, S. (2016). Exploring consequence effects on IELTS teachers’ cognition and teaching practices Master Thesis, American University of Sharjah.
[2]	Ahmmed, R., & Rahman, K. A. (2023). Review of empirical studies of consequence in language testing. Bangladesh Maritime Journal, 3(1).
[3]	Ali, M. M., & Hamid, M. O. (2020). Teaching English to the test: Why does negative consequence exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129–146. https://doi.org/10.1080/15434303.2020.1717495
[4]	Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SageOpen, 10(3), https://doi.org/10.1177/2158244020938702
[5]	Athiworakun, C., & Adunyarittigun, D. (2022). Investigating consequence effects on teaching: A case study of an exit examination at the higher education level. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 776–801.
[6]	Chan, K. L. R. (2020). Consequence in education: A critical review and its implications for language teachers. Journal of Foreign Language Education and Technology, 5(1), 108–124.
[7]	Chappell, P., Bodis, A., & Jackson, H. (2015). The impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector. IELTS Research Report Series, 6, 1–61. http://www.ielts.org/researchers/research.aspx
[8]	Estaji, M., & Ghiasvand, F. (2019). The consequence effect of IELTS examination on EFL teachers’ perceived sense of professional identity: Does IELTS related experience make a difference? Journal of Modern Research in English Language Studies, 6(3), 103–183.
[9]	Fasih, P. (2022). A critical literature review on the consequence effect of task-based vocabulary assessment on Iranian EFL learners. Frontiersin Education, 7,950203. https://doi.org/10.3389/feduc.2022.950203
[10]	Gallardo, K. (2021). The importance of assessment literacy: Formative and summative assessment instruments and techniques. Workgroups eAssessment: Planning, Implementing and Analysing Frameworks, 3–25. https://doi.org/10.1007/978-981-15-9908-8_1
[11]	Kuang, Q. (2020). A review of the consequence of English language tests on classroom teaching. English Language Teaching, 13(9), 10–17. https://doi.org/10.5539/elt.v13n9p10
[12]	Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020). Relocating research on teacher learning: Toward pedagogically productive talk. Educational Researcher, 49(5), 360–368. https://doi.org/10.3102/0013189X20922998
[13]	Nodoushan, M. A. S. (2021). Consequence or consequence? Revisiting the status quo of consequence and test impact in EFL contexts. Studies in English Language and Education, 8(3), 869–884.
[14]	Pearson, W. S. (2018). Written corrective feedback in IELTS writing task 2: Teachers’ priorities, practices, and beliefs. Tesl-Ej, 21(4), n4.
[15]	Raza, K., & Chua, C. (2022). Neoliberal ideologies in teaching and assessing ESP legal English: A case study from the Middle East. In Transnational english language assessment practices in the age of metrics (pp. 189–203). Routledge.
[16]	Schmidgall, J., Cid, J., Carter Grissom, E., & Li, L. (2021). Making the case for the quality and use of a new language proficiency assessment: Validity argument for the redesigned TOEIC Bridge® Tests. ETS Research Report Series, 2021(1), 1–22. https://doi.org/10.1002/ets2.12335
[17]	Shohamy, E. (2020). The power of tests: A critical perspective on the uses of language tests. Routledge. https://doi.org/10.4324/9781315837970
[18]	Soomro, A. R. (2023). Critical review of eight experimental studies on wash-back in English language testing. The International Journal of Academic Research for Humanities, in Journal of Academic Research for Humanities, 3(3), 54, 64. https://jar.bwo.org.pk/index.php/jarh/article/view/292
[19]	Soomro, R., & Khoso, S. (2023). Investigating the impact of the engineering college admission test on test-takers. Sindh Journal of Linguistics, 2(1), 29–50. https://doi.org/10.58921/sjl.v2i1.17
[20]	Toprak, T. E. (2019). Emergent trends and research topics in language testing and assessment. Mediterranean Journal of Educational Research, 13(28), 66–81.
[21]	Umam, A., & Zabidi, O. W. (2021). The consequence effect in online language assessment on student’s learning interest. Pioneer: Journal of Language and Lierature, 13(2), 162–172. https://doi.org/10.36841/pioneer.v13i2.1186
[22]	Wang, Y., & Guan, H. (2020). Exploring demotivation factors of Chinese learners of English as a foreign language based on positive psychology. Revista Argentina de Clinica Psicologica, 29(1), 851. https://doi.org/10.24205/03276716.2020.116
[23]	Xu, T. S., & Zhang, L. J. (2023). Effects of cognitive task complexity and online planning on second language learners’ argumentative writing. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1121994

Cite This Article

Plain Text BibTeX RIS

APA Style

Alanezi, M. A., Alenezi, A. A. (2024). Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching. International Journal of Language and Linguistics, 12(2), 96-103. https://doi.org/10.11648/j.ijll.20241202.13

Copy | Download

ACS Style

Alanezi, M. A.; Alenezi, A. A. Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching. Int. J. Lang. Linguist. 2024, 12(2), 96-103. doi: 10.11648/j.ijll.20241202.13

Copy | Download

AMA Style

Alanezi MA, Alenezi AA. Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching. Int J Lang Linguist. 2024;12(2):96-103. doi: 10.11648/j.ijll.20241202.13

Copy | Download

@article{10.11648/j.ijll.20241202.13,
  author = {Manair Abdullah Alanezi and Ahmad Ali Alenezi},
  title = {Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching},
  journal = {International Journal of Language and Linguistics},
  volume = {12},
  number = {2},
  pages = {96-103},
  doi = {10.11648/j.ijll.20241202.13},
  url = {https://doi.org/10.11648/j.ijll.20241202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20241202.13},
  abstract = {The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching
AU  - Manair Abdullah Alanezi
AU  - Ahmad Ali Alenezi
Y1  - 2024/04/02
PY  - 2024
N1  - https://doi.org/10.11648/j.ijll.20241202.13
DO  - 10.11648/j.ijll.20241202.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 96
EP  - 103
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20241202.13
AB  - The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.
VL  - 12
IS  - 2
ER  -

Copy | Download

Author Information

Manair Abdullah Alanezi

Independent Researcher, Kuwait City, Kuwait

Contact Email
Ahmad Ali Alenezi

Language Center, The Public Authority for Applied Education and Training, Kuwait City, Kuwait

Contact Email

http://orcid.org/0009-0001-4404-2830

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Alanezi, M. A., Alenezi, A. A. (2024). Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching. International Journal of Language and Linguistics, 12(2), 96-103. https://doi.org/10.11648/j.ijll.20241202.13

Copy | Download

ACS Style

Alanezi, M. A.; Alenezi, A. A. Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching. Int. J. Lang. Linguist. 2024, 12(2), 96-103. doi: 10.11648/j.ijll.20241202.13

Copy | Download

AMA Style

Alanezi MA, Alenezi AA. Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching. Int J Lang Linguist. 2024;12(2):96-103. doi: 10.11648/j.ijll.20241202.13

Copy | Download

@article{10.11648/j.ijll.20241202.13,
  author = {Manair Abdullah Alanezi and Ahmad Ali Alenezi},
  title = {Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching},
  journal = {International Journal of Language and Linguistics},
  volume = {12},
  number = {2},
  pages = {96-103},
  doi = {10.11648/j.ijll.20241202.13},
  url = {https://doi.org/10.11648/j.ijll.20241202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20241202.13},
  abstract = {The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching
AU  - Manair Abdullah Alanezi
AU  - Ahmad Ali Alenezi
Y1  - 2024/04/02
PY  - 2024
N1  - https://doi.org/10.11648/j.ijll.20241202.13
DO  - 10.11648/j.ijll.20241202.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 96
EP  - 103
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20241202.13
AB  - The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.
VL  - 12
IS  - 2
ER  -

Copy | Download