The Reasons behind the Poor Performance of Saudi Students in IELTS

Mohsen Alzahrani*
* Doctoral Student, Department of Educational Leadership and Policy Studies, University of Denver, USA.
Periodicity:January - March'2019
DOI : https://doi.org/10.26634/jelt.9.1.15375

Abstract

The purpose of this phenomenological study is to investigate the challenges and barriers that Saudi graduate students experience with the English entrance exam, the International English Language Testing System (IELTS). The sample of this study consisted of six Saudi graduate students and two English teachers from two different English schools in Denver, Colorado, United State of America. Qualitative methodology and analysis were used in the study to collect and analyze the data. Two major themes emerged from the data: “Inadequate preparation for IELTS test” and “Limited access to academic English”. Under these main themes, the sub- themes are reported. These findings could lead to implications and future research on the phenomena.

Keywords

IELTS, English Requirements, Studying Abroad

How to Cite this Article?

Alzahrani, M. (2019). The Reasons behind the Poor Performance of Saudi Students in IELTS. i-manager’s Journal on English Language Teaching, 9(1), 38-49. https://doi.org/10.26634/jelt.9.1.15375

References

[1]. Aboudan, R. (2011). We will learn better only if some things were different: Arab student voices about their performance in IELTS. Reading Matrix: An International Online Journal, 11(2), 171-176.
[2]. Arcuino, C. L. T. (2013). The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international Master's students (Doctoral Dissertation), Colorado State University.
[3]. British Council. (2016). How to prepare for the IELTS test. Retrieved from https://takeielts.britishcouncil.org/prepare- test/ how-prepare-ielts-test
[4]. Cambridge English Center. (2016). How to teach IELTS. Retrieved from https://www.cambridgeenglishteacher. org/courses/details/18601
[5]. Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing among Five Approaches (3rd Ed). Thousand Oaks, CA: Sage.
[6]. Cummins, J. (1999). BICS and CALP: Clarifying the distinction (Report No. ED438551). Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
[7]. ESL Academy. (2016). ESL Academy. University of Colorado. Retrieved from http://www.ucdenver.edu/ academics/InternationalPrograms/ OIA/esl/Pages/default. aspx
[8]. García, H. A., & de Lourdes Villarreal, M. (2014). The “redirecting” of international students: American higher education policy hindrances and implications. Journal of International Students, 4(2), 126-136.
[9]. 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), 115-128. doi:10.5539/ ijel.v2n4p115
[10]. Graham, H. D., & Diamond, N. (1997). The rise of American research universities: Elites and challengers in the postwar era. Baltimore, Md.: Johns Hopkins University Press.
[11]. Grbich, C. (2007). Qualitative Data Analysis: An Introduction. Thousand Oaks, CA: Sage.
[12]. Green, A. (2007). Washback to learning outcomes: A comparative study of IELTS preparation and university presessional language courses. Assessment in Education: Principles, Policy & Practice, 14(1), 75-97. doi:10.1080/ 09695940701272880
[13]. IELTS. (2015). What is IELTS? Retrieved from http://www.ielts.org/test_takers_ information/what_is_ielts.aspx
[14]. Langsdorf, L. (1994). Why phenomenology in communication research? Human Studies, 17(1), 1-8. doi:10.1007/BF01322763
[15]. Lee, J. J., Maldonado-Maldonado, A., & Rhoades, G. (2006). The political economy of international student flows: patterns, ideas, and propositions. In Smart J.C. (ed.) Higher Education: Handbook of Theory and Research, 545-590. Vol 21. Springer, Dordrecht doi:10.1007/1-4020- 4512-3_11
[16]. Lefdahl-Davis, E. M., & Perrone-McGovern, K. M. (2015). The cultural adjustment of Saudi women international students: A qualitative examination. Journal of Cross-Cultural Psychology, 46(3), 406-434. doi:10.1177/0022022114566680
[17]. Lombard, C. A. (2014). Coping with anxiety and rebuilding identity: A psychosynthesis approach to culture shock. Counselling Psychology Quarterly, 27(2), 174-199. doi:10.1080/09515070.2013.875887
[18]. Moustakas, C. (1994). Phenomenological research methods. In Creswell, J.W. (Ed) (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: SAGE
[19]. Sanavi, R. V., & Nemati, M. (2014). The effect of six different corrective feedback strategies on Iranian english language learners' IELTS writing task 2. SAGE Open, 4(2), 1-9. doi:10.1177/2158244014538271
[20]. Saudi Arabian Culture Mission. (2012). King Abdullah Scholarship Program [Brochure]. Retrieved from http:// www.sacm.org/ArabicSACM/pdf/education_web.pdf
[21]. Saudi Education Ministry. (2015). King Abdullah Scholarship Program. Retrieved from http://he.moe.gov. sa/ar/ Scholarships/Pages/default.aspx
[22]. Spring International Language Center. (2016). About us. Retrieved from http://www.spring.edu /littleton.html
[23]. BBC. (2010). Which country has the best brains?. The BBC Magazine. Retrieved from http://www.bbc.co.uk/ news/ magazine-11500373
[24]. 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.

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.