Iranian Students' Performance on the IELTS: A Question of Achievement

Farid Ghaemi*, Parisa Daftarifard**, Servat Shirkhani***
* Islamic Azad University, Karaj Branch, Iran.
** Islamic Azad University, Science and Research Branch, Iran.
*** Islamic Azad University, Khorram Abad Branch, Iran.
Periodicity:July - September'2011
DOI : https://doi.org/10.26634/jelt.1.3.1593

Abstract

Reading comprehension has won much effort on the part of teachers, testers, and researchers in Iran due to the fact that the immediate need of  Iranian students at different university levels is the ability to read in order to get new information on the topic they are studying. The question raised is how much reading practice can move learners along the horizontal axis of development predetermined by high stake tests like the IETLS. To this end, this study tried to investigate the relationship between Iranian students' reading ability varying in their level of education (sophomore, junior, and senior) and their IELTS band score. Data from 431 Iranian students taking the IETLS were collected and analyzed descriptively and inferentially. The results showed that there was no significant relation between learners' level of education and the IETLS band score within the present data; that is learners were not different in terms of their level of education. Surprisingly, the highest band scores of 7 and 8 on the IELTS belonged to students in the lower levels of education.

Keywords

IELTS, IETLS band score, approaches to teaching reading comprehension, high stake tests

How to Cite this Article?

Ghaemi, F., Daftarifard, P., and Shirkhani, S. (2011). Iranian Students' Performance On The IELTS: A Question Of Achievement. i-manager’s Journal on English Language Teaching, 1(3), 30-37. https://doi.org/10.26634/jelt.1.3.1593

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