| Researcher(s) | Title | Publication |
| Dr. Aysel Saricaoglu Aygan, Social Sciences University of Ankara, Turkey, Dr. Duygu Candarli, University of Dundee, UK & Dr. Jinrong Li, Georgia Southern University, USA | Comparability of IELTS Academic Writing tasks and graduate-level multimodal writing tasks at universities in Turkey, UK, and USA | Research in progress |
| Dr. Ruslan Suvorov, The University of Western Ontario & Dr. Zhi Li, University of Saskatchewan, Canada |
Investigating the effect of interactive videos on test-takers’ performance on the listening section of IELTS Academic |
Research in progress |
| Professor Okim Kang & Associate Professor Jesse Egbert, Northern Arizona University, USA |
Speaking and writing features: distinguishing IELTS proficiency levels and progression over time |
Research in progress |
| Phung Dao & Mai Xuan Nhat Chi Nguyen, Manchester Metropolitan University, UK & Huy Nguyen, Hue University of Foreign Languages, Vietnam |
“IELTS Juniors” in Vietnam: perceptions of key stakeholders—young learners, parents, and course providers |
Research in progress |
| Chiara Bruzzano, Independent Consultant and James Simpson, Hong Kong University of Science & Technology | The impact of the IELTS Academic test on forced migrants’ access to Higher Education in the UK | Research in progress |
| Prof Lynda Taylor and Dr Chihiro Inoue, CRELLA, University of Bedfordshire, UK | A comprehensive review and audit of special arrangements offered to IELTS test-takers with accessibility requirements: Safeguarding equity, access and inclusion | Research in progress |
| Dr Sathena Chan, CRELLA, University of Bedfordshire, UK and Prof. Andrea Révész, Institute of Education, University College London |
Comparing IELTS Academic Writing Task 2 on computer and tablet: Test takers’ writing processes, performance and perception | Research in progress |
| Daniel R. Isbell and Dustin Crowther, University of Hawaiʻi at Mānoa | Stakeholder Perceptions of English Proficiency Tests in University Admissions during COVID-19 and Beyond: Understanding IELTS’ Present and Glimpsing its Future | Research in progress |
| Researcher(s) | Title | Publication |
| Dr Nelson Brunsting, Dr Qiaona Yu & Dr Jonathan Smart, Wake Forest University USA | Investigating Linkages between International Students’ English Language Proficiency, Social-Contextual Outcomes, and Well-Being in U.S. Universities | Research in progress |
| Dr Okim Kang, Northern Arizona University USA |
Test Takers’ Attitudes and Perceptions Towards IELTS and the Use of Mobile-assisted Technologies | Research in progress |
| Mr Jaime Morrish, Sugiyama Jogakuen University & Mr Thomas Legge, Momoyama Gakuin University, Japan | Teachers taking IELTS: How does doing so contribute to Individual Teaching Practice? How effective is it as Teacher Training Policy? | Research in progress |
| Dr Mabel Ortiz & Dr Claudio Díaz, Universidad Católica de la Santísima Concepción, Chile | The effect of screencast feedback on the performance of the IELTS essay writing component among pre-service teachers of English: An intervention study in Chile | Research in progress |
| Researcher(s) | Title | Publication |
| Amanda Muller and Weifeng Han, Flinders University, Australia | Error rates and types expected for IELTS half-band scores between 5.5-7.5 and the effect of this knowledge on stakeholders | IELTS Research Online Series 2022/1 |
| Bao TrangThi Nguyen, Thi Thanh Binh Nguyen and Quynh-Nhu Phan, Hue University, Vietnam | Vietnamese IELTS learners’ perceptions of IELTS Writing Task 2 and their performance-based lexical resource | Research in progress |
| Daniel Lam, John Field, Nicola Latimer, Sathena Chan, CRELLA, University of Bedfordshire, UK | The road to understanding in lecture listening: Cognitive processing engaged in the integration of auditory and textual information | Research in progress |
| Nahal Khabbazbashi, Fumiyo Nakatsuhara, CRELLA, University of Bedfordshire, UK | Content of speech as part of the IELTS Speaking Test construct: scale design and development | Research in progress |
| Huahui Zhao and Thi Ngoc Yen Dang, School of Education, University of Leeds, UK |
Unveiling the factors for the predictive validity of IELTS for postgraduate studies: assessment, teaching and learning in the TLU domain |
Research in progress |
| Researcher(s) | Title | Publication |
| Noriko Iwashita, Anita Stell, and Megan Yucel, The University of Queensland, Australia and Miyuki Sasaki, Nagoya City University, Japan | Japanese stakeholders’ perceptions of IELTS Writing and Speaking tests and their impact on communication and achievement |
IELTS Research Online Series 2021/4 |
| Okim Kang, Northern Arizona University, US and Nyunkee Ahn, Seoul National University, South Korea |
Investigation of relationships between learner background, linguistic progression and score gain on IELTS |
IELTS Research Online Series 2021/1 |
| Mai Nguyen, Phung Dao, Manchester Metropolitan University, UK and Huy Nguyen, Hue University, Vietnam |
The impact of IELTS on English language teachers in Central Vietnam |
IELTS Research Online Series 2020/1 |
| Fumiyo Nakatsuhara, Lyn May, Nahal Khabbazbashi, CRELLA, University of Bedfordshire, UK |
Exploring the speaking construct in academic settings in a digital age |
Research in progress |
| Daniel Lam, Anthony Green, Neil Murray and Angela Gayton, CRELLA, University of Bedfordshire, UK |
How are IELTS scores set and used for university admissions selection: A cross-institutional case study |
IELTS Online Series 2021/3 |
| Tania Horák, Sharon McCulloch, Josie Leonard, Chris McGuirk and Elena Gandini |
Mind the gap. Unpacking IELTS Academic writing band descriptors to inform university admissions decisions |
Research in progress |
| Sarah Richardson, Vijaya Srivastava, Ashtamurthy Killimangalam, Anit Girgla Cherian and Neelam Yadav, Australian Council for Educational Research, India |
Reading Strategies of Linguistically Diverse IELTS Test Takers in India |
Research in progress |
| Researcher(s) | Title | Publication |
| Phil Chappell, Lynda Yates and Phil Benson, Macquarie University, Australia |
Investigating test preparation practices: Reducing risk |
IELTS Research Online Series 2019/3 |
| Xun Yan and Shelley Staples, University of Illinois at Urbana-Champaign, University of Arizona, US |
Investigating the cognitive and social aspects of IELTS speaking performances across proficiency levels: Comparing the CAF-based and register-linguistics-based analyses |
|
| Talia Isaacs, Andrea Révész and Pavel Trofimovich, University College London, UK |
Investigating IELTS Speaking level distinctions using automated and auditory measures: Communicative adequacy and the complexity-accuracy-fluency triad |
|
| Paul Seedhouse and Müge Satar, Newcastle University, UK |
Which specific features of candidate talk do examiners orient to when taking scoring decisions? |
|
| Aek Phakiti, University of Sydney, Australia |
Test-takers’ and Raters’ Reactions to an Online Integrated IELTS Writing Test |
Research in progress |
| Researcher(s) | Title | Publication |
| Alexandra Uitdenbogerd, Kath Lynch, James Harland, Charles Thevathayan, Margaret Hamilton, Daryl D’Souza and Sarah Zydervelt, RMIT University, Australia |
IELTS: Student and supervisor perceptions of writing competencies for a Computer Science PhD |
IELTS Research Online Series 2018/1 |
| Eunice Eunhee Jang, Hyunah Kim, Megan Vincentt, Christine Barron and Bruce Russell, The University of Toronto, Canada |
Improving IELTS reading test score interpretations and utilisation through cognitive diagnosis model-based skill profiling |
IELTS Research Online Series 2019/2 |
| Chihiro Inoue, Nahal Khabazbashi, Daniel Lam and Fumiyo Nakatsuhara, CRELLA, University of Bedfordshire, UK |
Towards new avenues for the IELTS Speaking Test: Insights from examiners’ voices |
IELTS Research Online Series 2021/2 |
| Guoxing Yu and Andrea Révész, Bristol University, UK |
A Qualitative Analysis of the Writing Processes and Features of IELTS Test‐Takers with Reference to Their Eye‐Movements |
| Researcher(s) | Title | Publication |
| Shawn Brake, Charan Batra and Paul MacLeod, Centennial College Toronto, Canada |
English Proficiency in College students (International, Generation 1.5, SESD, and native speakers) from first semester to Diploma completion |
Not published |
| Paul Seedhouse and Sandra Morales, Newcastle University, UK |
Candidates questioning examiners in the IELTS Speaking Test: An intervention study |
IELTS Research Online Series 2017/5 |
| Researcher(s) | Title | Publication |
| Khaled Barkaoui, York University, Toronto, Canada |
What changes and what doesn’t? An examination of changes in the linguistic characteristics of IELTS repeaters’ Writing Task 2 scripts |
IELTS Research Online Series 2016/3 |
| Cate Gribble, Jill Blackmore, Anne-Marie Morrissey and Tanja Capic, Deakin University, Australia |
Investigating the use of IELTS in determining employment, migration and professional registration outcomes in healthcare and early childcare education in Australia |
IELTS Research Online Series 2016/4 |
| Noriko Iwashita and Claudia Vasquez, University of Queensland, Australia |
An examination of discourse competence at different proficiency levels in IELTS Speaking Part 2 |
IELTS Research Online Series 2015/5 |
| Sathena Chan, Stephen Bax, and Cyril Weir, University of Bedfordshire, UK |
Researching participants taking IELTS Academic Writing Task 2 (AWT2) in paper mode and in computer mode in terms of score equivalence, cognitive validity and other factors |
IELTS Research Online Series 2017/4 |
| Fumiyo Nakatsuhara, Chihiro Inoue and Lynda Taylor, CRELLA, University of Bedfordshire, UK |
An investigation into double-marking methods: comparing live, audio and video rating of performance on the IELTS Speaking Test |
IELTS Research Online Series 2017/1 |
| Richard Badger, Martin Lamb, Kalyan Chattopadhyay and Jeremy Bradford, University of Leeds, UK |
A comparative study of the interaction between teaching methodology and student motivation in IELTS preparation courses in the UK and India |
|
| Carole Sedgwick, Mark Garner and Isabel Vicente-Macia |
Investigating the language needs of international nurses: insiders’ perspectives |
IELTS Research Online Series 2016/2 |
| Researcher(s) | Title | Publication |
| Madeleine S. Estradas, UAE |
An oasis in the desert: Bedouin women’s access to education and employment through IELTS |
Not published |
| Ute Knoch, Susy Macqueen and Neomy Storch, University of Melbourne, Australia; Lyn May, Queensland University of Technology, Australia; John Pill, American University of Beirut, Lebanon |
Transitioning from university to the workplace: Stakeholder perceptions of academic and professional writing demands |
IELTS Research Online Series 2016/1 |
| Guoxing Yu, University of Bristol, UK; Lianzhen He, Zhejiang University, China; and Talia Isaacs, University College London, UK |
The cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking study |
IELTS Research Online Series 2017/2 |
| Researcher(s) | Title | Publication |
| Jill Murray, Macquarie University, Ken Cruickshank, Sydney University and Judie Cross, Randwick TAFE NSW, Australia |
Stakeholder perceptions of IELTS as a gateway to the professional workplace: The case of employers of overseas trained teachers |
IELTS Research Online Series 2014/1 |
| Tim Moore and Chris Wallis, Swinburne University of Technology and Janne Morton, University of Melbourne, Australia |
Literacy practices in the professional workplace: implications for the IELTS General Training Reading and Writing |
IELTS Research Online Series 2015/1 |
| Paula Winke and Hyojung Lim, Michigan State University, USA |
The effects of testwiseness on L2 Listening Test performance: A visual (eye-tracking) and attentional Investigation |
IELTS Research Online Series 2014/3 |
| Paul Seedhouse, Andrew Harris, Rola Naeb and Eda Üstünel, Newcastle University, UK |
The relationship between speaking features and band descriptors: A mixed methods study |
IELTS Research Online Series 2014/2 |
| Talia Isaacs, Guoxing Yu and Bernardita Muñoz Chereau, University of Bristol, UK and Pavel Trofimovich, Concordia University, Canada |
Examining the linguistic aspects of speech that most efficiently discriminate between the upper levels of the revised IELTS pronunciation scale |
IELTS Research Online Series 2015/4 |
| Researcher(s) | Title | Publication |
| Lynda Yates and Beth Zielinski, Macquarie University Australia; Elizabeth Pryor, The University of Melbourne, Australia |
The assessment of pronunciation and the new IELTS Pronunciation scale |
IELTS Research Reports Vol 12 |
| Glenys Merrifield, GBM and Associates Australia |
The use of IELTS for assessing immigration eligibility in Australia, New Zealand, Canada and the UK |
IELTS Research Reports Vol 13 |
| Fiona Cotton, University of New South Wales, Australia and Kate Wilson, The University of Canberra, Australia |
An investigation of examiner rating of coherence and cohesion in the IELTS Writing Task 2 |
IELTS Research Reports Vol 12 |
| Richard Badger, The University of Leeds, UK and Yan Xiaobiao, Guangdong University of Foreign Studies, China |
To what extent does IELTS encourage communicative language teaching in Chinese IELTS classrooms? |
IELTS Research Reports Vol 13 |
| Ruth Breeze and Paul Miller, The University of Navarra, Spain |
Predictive validity of the IELTS Listening Test as an indicator of student coping ability in Spain |
IELTS Research Reports Vol 12 |
| Paul Seedhouse, Newcastle University, UK |
Topic Development in the IELTS Speaking Test |
IELTS Research Reports Vol 12 |
| Researcher(s) | Title | Publication |
| John Read and Rosemary Wette, The University of Auckland, New Zealand |
Achieving English proficiency for professional registration: The experience of overseas-qualified health professionals in the New Zealand context |
IELTS Research Reports Vol 10 |
| Peter Mickan and Johanna Motteram, The University of Adelaide, Australia |
The preparation practices of IELTS candidates: Case studies |
IELTS Research Reports Vol 10 |
| Roger Hawkey, Cyril Weir, Anthony Green, Sarojani Devi, The University of Bedfordshire, UK |
The cognitive processes underlying the academic reading construct as measured by IELTS |
IELTS Research Reports Vol 9 |
| Richard Badger and Oscar Yan, The University of Leeds, UK |
The use of tactics and strategies by Chinese students in the listening component of IELTS |
IELTS Research Reports Vol 9 |
| David Hyatt and Greg Brooks, The University of Sheffield, UK |
Investigating stakeholders’ perceptions of IELTS as an entry requirement for higher education in the UK |
IELTS Research Reports Vol 10 |
| Katherine Golder, Kenneth Reeder and Sarah Fleming, The British Columbia Institute of Technology, Canada |
Determination of the appropriate IELTS band score for the admission into a program at a post-secondary polytechnic institution |
IELTS Research Reports Vol 10 |
| Researcher(s) | Title | Publication |
| Paul Seedhouse, The University of Newcastle upon Tyne, UK; and Maria Egbert, The University of Southern Denmark, Denmark |
The interactional organisation of the IELTS Speaking test | IELTS Research Reports Vol 6 |
| Jayanti Banerjee, Florencia Franceschina and Anne Margaret Smith, Lancaster University, UK |
Documenting features of written language production typical at different IELTS band score levels |
IELTS Research Reports Vol 7 |
| David Ingram and Amanda Bayliss, Melbourne University Private, Australia |
IELTS as a predictor of academic language performance. Part 1: The view from participants |
IELTS Research Reports Vol 7 |
| Andrea Paul, Melbourne University Private, Australia |
IELTS as a predictor of academic language performance. Part 2: Case studies of learner language |
IELTS Research Reports Vol 7 |
| Kieran O’Loughlin, The University of Melbourne, Australia |
The use of IELTS for university selection in Australia: A case study |
IELTS Research Reports Vol 8 |
| Peter Mickan, The University of Adelaide, Australia |
An ethnographic study of classroom instruction in an IELTS preparation program |
IELTS Research Reports Vol 8 |
| Carole Gibson and Anne Swan,The University of South Australia |
The significance of socio-linguistic backgrounds of teachers of IELTS preparation courses in selected Malaysian institutions |
IELTS Research Reports Vol 8 |
| Researcher(s) | Title | Publication |
| Catherine Elder and Gillian Wigglesworth, The University of Melbourne, Australia |
An investigation of the effectiveness and validity of planning time in Part 2 of the IELTS Speaking Test | IELTS Research Reports Vol 6 |
| Michael Carey, Robert Mannell, and Geoff Brindley, Macquarie University, Australia |
The contribution of interlanguage phonology accommodation to inter-examiner variation in the rating of pronunciation in oral proficiency interviews |
IELTS Research Reports Vol 9 |
| Barry O’Sullivan, Roehampton University, UK; Cyril Weir, The University of Luton, UK; Tomoko Horai, Roehampton University, UK |
Exploring difficulty in Speaking tasks. An intra-task perspective |
IELTS Research Reports Vol 6 |
| M.A. Yadugiri, University of Bangalore, India |
A study of the linguistic and discourse features in the output from IELTS academic writing tasks |
Not published |
| Annie Brown, Ministry of Higher Education and Scientific Research, UAE |
An examination of the rating process in the revised IELTS Speaking Test |
IELTS Research Reports Vol 6 |
| Christopher Hampton, British Consulate, Shanghai, China |
What makes a good Speaking Test? Perceptions of candidates and examiners |
Not published |
| Hilary Smith, Systemetrics Research Limited and Stephen Haslett, Massey University, New Zealand |
Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand: Report on the results of a national provider survey |
IELTS Research Reports Vol 7 |
| Pauline Rea-Dickins, Richard Kiely and Guoxing Yu, The University of Bristol, UK |
Student identity, learning and progression: The affective and academic impact of IELTS on ‘successful’ candidates |
IELTS Research Reports Vol 7 |
| Researcher(s) | Title | Publication |
| John Read, The University of Auckland; and Paul Nation, Victoria University of Wellington, New Zealand |
An investigation of the lexical dimension of the IELTS Speaking Test |
IELTS Research Reports Vol 6 |
| Barry O’Sullivan, The University of RoeHampton, UK; and Yang Lu, The University of Reading, UK |
The impact of candidate language of examiner deviation from a set interlocutor frames in the IELTS Speaking test |
IELTS Research Reports Vol 6 |
| Cyril Weir, The University of Luton, UK; Barry O’Sullivan, The University of Reading, UK; Jin Yan, Jiao Tong University, China; Steven Bax, Canterbury University, Christchurch, UK |
Does the computer make a difference? Reactions of candidates to a CBT versus traditional hand-written forms of the IELTS Writing component: Effects and Impact |
IELTS Research Reports Vol 7 |
| Researcher(s) | Title | Publication |
| Annie Brown, The University of Melbourne, Australia | A cross sectional and longitudinal study of examiner behaviour in the revised IELTS Speaking Test |
SiLT 19 |
| Barry O’Sullivan and Mark Rignall, The University of Reading, UK |
A longitudinal study of the effects of feedback on raters of the IELTS Writing Module |
SiLT 19 |
| Chandra Rao, Kate McPherson, Rajni Chand and Veena Khan, USP Solutions, The University of the South Pacific | Assessing the impact of IELTS preparation programs on candidates’ performance on the General Training Reading and Writing Modules |
IELTS Research Reports Vol 5 |
| Cyril Weir, The University of Luton, UK; and Anthony Green, Cambridge ESOL, UK |
The impact of IELTS on the preparation classroom: stakeholder attitudes and practices as a response to test task demands |
Not published |
| Russell Whitehead, ESOL Consultant, UK |
Issues in the assessment of pen and paper and computer-based IELTS Writing Tasks |
Not published |
| Researcher(s) | Title | Publication |
| Barry O’Sullivan and Mark Rignall, The University of Reading, UK |
Assessing the value of bias analysis feedback to raters for the IELTS Writing Module |
SiLT 19 |
| Catherine Elder, The University of Auckland NZ; and Kieran O’Loughlin, The University of Melbourne, Australia |
Investigating the relationship between intensive English language study and band score gain on IELTS |
IELTS Research Reports Vol 4 |
| Chris Kennedy and Dilys Thorp,The University of Birmingham, UK |
Investigation of linguistic output of General Training Writing Task 2 |
Not published |
| Cynthia Celestine, Cheah Su Ming, Geetha Rajaratnam, IDP Education Australia Malaysia; and Norazina Ismail, The University of Malaysia |
A comparative study of IELTS to ascertain its viability for the Malaysia private secondary school market |
IELTS Research Reports Vol 5 |
| Cyril Weir and Anthony Green, The University of Surrey, Roehampton, UK |
Monitoring score gain on the IELTS Academic Writing Module in EAP programmes of varying duration |
Not published |
| Peter Mickan, The University of Adelaide, Australia |
What’s your score? An investigation into language descriptors for rating written performance |
IELTS Research Reports Vol 5 |
| David Coleman, The University of Sydney; Sue Starfield, The University of New South Wales; and Anne Hagan, The University of Ulster, UK |
The attitudes of IELTS stakeholders: student and staff perceptions of IELTS in Australian, UK and Chinese tertiary institutions |
IELTS Research Reports Vol 5 |
| Researcher(s) | Title | Publication |
| Annie Brown, The University of Melbourne, Australia |
Legibility and the rating of second language writing: An investigation of the rating of handwritten and word processed IELTS Task 2 essays |
IELTS Research Reports Vol 4 |
| Chris Kennedy and Dilys Thorp, The University of Birmingham, UK |
A Corpus-based Investigation of linguistic responses to an IELTS Academic Writing Task |
SiLT 19 |
| John Read, Victoria University of Wellington; and Belinda Hayes, Auckland University of Technology, New Zealand |
The impact of IELTS on preparation for academic study in New Zealand |
IELTS Research Reports Vol 4 |
| Kieran O’Loughlin, The University of Melbourne; and Gillian Wigglesworth, Macquarie University, Australia |
Task design in IELTS Academic Writing Task 1: The effect of quantity and manner of presentation of information on candidate writing |
IELTS Research Reports Vol 4; SiLT 19 |
| Clare Furneaux and Mark Rignall,The University of Reading, UK |
The effect of standardisation training on rater judgements for the IELTS Writing Module |
SiLT 19 |
| Researcher(s) | Title | Publication |
| Barbara Mayor, Ann Hewings, Joan Swann, and Caroline Coffin,The Open University, UK |
A linguistic analysis of Chinese and Greek L1 scripts for IELTS Academic Writing Task 2 |
SiLT 19 |
| Brent Merrylees, LTC Language and Testing Consultants Pty Ltd, Australia |
An impact study of two IELTS user groups: candidates who sit the test for immigration purposes and candidates who sit the test for secondary education purposes |
IELTS Research Reports Vol 4 |
| Rae Everett and Judy Coleman,The University of New England, Australia |
A critical analysis of selected IELTS preparation materials |
IELTS Research Reports Vol 5 |
| Peter Mickan, Adelaide University, Australia; and Stephen Slater, Heian Jogakuin University, Japan |
Text analysis and the assessment of Academic Writing |
IELTS Research Reports Vol 4 |
| Researcher(s) | Title | Publication |
| Annie Brown, The University of Melbourne, Australia |
An investigation of the rating process in the IELTS Oral Interview |
IELTS Research Reports Vol 3; SILT 19 |
| Clare McDowell, Australian Research and Testing Services, Australia |
Monitoring IELTS examiner training effectiveness |
IELTS Research Reports Vol 3 |
| Carol Gibson, Stephen Slater, The University of South Australia and Peter Mickan, The University of Adelaide, Australia |
A study of response validity of the IELTS Writing Module |
IELTS Research Reports Vol 3 |
| Kieran O’Loughlin, The University of Melbourne, Australia |
The impact of gender in the IELTS Oral Interview |
IELTS Research Reports Vol 3; SILT 19 |
| Mary Kerstjens and Caryn Nery, RMIT University, Australia |
Predictive validity in the IELTS Test: a study of the relationship between minimum IELTS scores and students’ academic success |
IELTS Research Reports Vol 3 |
| Researcher(s) | Title | Publication |
| Kathryn Hill, Neomy Storch and Brian Lynch, The University of Melbourne, Australia | A comparison of IELTS and TOEFL as predictors of academic success |
IELTS Research Reports Vol 2 |
| Brent Merrylees, LTC Language and Testing Consultants Pty Ltd, Australia |
An investigation of Speaking test reliability with particular reference to examiner attitude to the Speaking test format and candidate/examiner discourse produced |
IELTS Research Reports Vol 2; SiLT 19 |
| Cynthia Celestine and Cheah Su Ming, IDP Education Australia |
The effect of background disciplines on IELTS scores |
IELTS Research Reports Vol 2 |
| Tim Moore, Monash University, Australia; and Janne Morton, The University of Melbourne, Australia |
Authenticity in the IELTS Academic Module Writing Test: a comparative study of Task 2 items and university assignments |
IELTS Research Reports Vol 2; SiLT 19 |
| Researcher(s) | Title | Publication |
| Annie Brown and Kathryn Hill, The University of Melbourne, Australia | Interviewer style and candidate performance in the IELTS Oral Interview |
IELTS Research Reports Vol 1; SiLT 19 |
| Clare McDowell and Brent Merrylees, LTC Language and Testing Consultants Pty Ltd, Australia |
Survey of receiving institutions’ use and attitude towards IELTS |
IELTS Research Reports Vol 1 |
| Fiona Cotton and Frank Conrow, The University of Tasmania, Australia |
An investigation of the predictive validity of IELTS amongst a sample of international students at the University of Tasmania |
IELTS Research Reports Vol 1 |
| James D H Brown, The University of Melbourne, Australia |
Does IELTS preparation work? An application of the context-adaptive model of language program evaluation |
IELTS Research Reports Vol 1 |
| Magdalena Mok, Nick Parr, Tony Lee and Elaine Wylie, Griffith University, Australia | A comparative study of IELTS and ACCESS Test results |
IELTS Research Reports Vol 1 |
| Gayle Coleman and Stephen Heap, The University of Queensland, Australia | The misinterpretation of directions for questions in the Academic Reading and Listening sub-tests of the IELTS Test |
IELTS Research Reports Vol 1 |