Yen, Dorothy and Kuzma, Joanne (2009) Higher IELTS Score, Higher Academic Performance? The Validity of IELTS in Predicting the Academic Performance of Chinese Students. Worcester Journal of Learning and Teaching (3). pp. 1-7.
The International English Language Testing System (IELTS) is widely accepted as a reliable means of assessing whether candidates are ready to study or train in the medium of the English language. It consists of four key parts: reading, speaking, listening and writing. Before enrolling onto any HE programmes at the University of Worcester, international students are required to take the IELTS exam and obtain a score of 6.0 and above, indicating a satisfactory command of English. However, despite using the IELTS band 6.0 as an entry criterion, lecturers at Worcester Business School (WBS) still find students’ language ability one of the key obstacles in learning and teaching activities. This is especially the case with the Chinese students. Lecturers often feel there is a lack of understanding from the Chinese students, despite the students’ possessing sufficient IELTS scores. So, what went wrong? Is there any significant relationship between students’ IELTS results and their academic performance?
Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published electronically by the Academic Development and Practice Unit at the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.
|Uncontrolled Keywords:||IELTS, academic performance, Chinese students, learning, teaching|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Divisions:||Academic Departments > Worcester Business School|
|Depositing User:||Janet Davidson|
|Date Deposited:||15 Jan 2010 09:48|
|Last Modified:||31 Mar 2010 05:00|
Actions (login required)