For English Language Education

The International Research Foundation

for English Language Education

IELTS: SELECTED REFERENCES

(Last updated 19 June 2017)

Banerjee, J., Florencia, F., & Smith, A. M. (2007). Documenting features of written language production typical at different IELTS band score levels. In P. McGovern S. Walsh (Eds.), IELTS Research Reports Volume 7 (pp. 241-310). London, UK: British Council.

Barrett-Lennard, S. (1997). Encouraging autonomy and preparing for IELTS: Mutually exclusive goals? Prospect, 12 (3), 29-40.

Bridges, G. (2010). Demonstrating cognitive validity of IELTS academic writing task 1. Research Notes, 42, 24-32.

Brown, A. (2003). Interviewer variation and the co-construction of speaking proficiency. Language testing, 20(1), 1-25.

Brown, A. (2006). An examination of the rating process in the revised IELTS speaking test. In P. McGovern & S. Walsh (Eds.), IELTS Research Reports (Vol. 6, pp. 41-70). London, UK: British Council.

Brown, A. (2006). Candidate discourse in the revised IELTS speaking test. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 6, pp. 71-90). London, UK: British Council.

Brown, A. (2007). An investigation of the rating process in the IELTS oral interview. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 98-141). Cambridge, UK: Cambridge University Press.

Brown, A., & Hill, K. (2007). Interviewer style and candidate performance in the IELTS oral interview. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 37-62). Cambridge, UK: Cambridge University Press.

Brown, J. D. (1998). An investigation into approaches to IELTS preparation, with particular focus on the Academic Writing component of the test. In S. Wood (Ed.), IELTS Research Reports (Vol. 1, pp. 20-37). Sydney, Australia: ELICOS/ IELTS.

Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York, NY: McGraw Hill.

Blackhurst, A. (2004). IELTS test performance data 2003. University of Cambridge ESOL Examinations Research Notes, 18, 18-20.

Buell, J. G. (1993). TOEFL and IELTS as measures of academic reading ability. Southern Illinois working papers in linguistics and language teaching, 1-17.

Chalhoub-Deville, M., & Turner, C. E. (2000). What to look for in ESL admission tests: Cambridge certificate exams, IELTS, and TOEFL. System, 28(4), 523-539.

Charge, N., & Taylor, L. B. (1997). Recent developments in IELTS. ELT Journal, 51(4), 374-380.

Clapham, C. (1996). The development of IELTS: A study of the effect of background on reading comprehension (Vol. 4). Cambridge, UK: Cambridge University Press.

Coffin, C. (2004). Arguing about how the world is or how the world should be: the role of argument in IELTS tests. Journal of English for Academic Purposes, 3(3), 229-246.

Davies, A. (2008). Assessing Academic English: Testing English Proficiency, 1950-1989: The IELTS Solution. Cambridge, UK: Cambridge University Press.

Dooey, P., & Oliver, R. (2002). An investigation into the predictive validity of the IELTS Test as an indicator of future academic success. Prospect, 17 (1), 36-54.

Edbert, M., & Seedhouse, P. (2006). The interactional organization of the IELTS speaking test. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 6, pp. 161-206). London, UK: British Council.

Elder, C., Barkhuizen, G., Knoch, U., & Von Randow, J. (2007). Evaluating rater responses to an online training program for L2 writing assessment. Language Testing, 24(1), 37-64.

Elder, C., & Wigglesworth, G. (2006). An investigation of the effectiveness and validity of planning time in part 2 of the IELS speaking test. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 6, pp. 13-40). London, UK: British Council.

Falvey, P. (2007). IELTS collected papers: Research in speaking and writing assessment (Vol. 1). Cambridge, UK: Cambridge University Press.

Franceschina, F., & Banerjee, J. (2004). Documenting features of written language production typical at different IELTS band score levels. In J. Banerjee D. Wall (Eds.), Language Testing Update, 36, 23-28.

Furneaux, C., & Rignall, M. (2000). The effect of standardisation-training on rater-judgements for the IELTS Writing Module. IELTS collected papers: research in speaking and writing assessment. Cambridge, UK: Cambridge University Press/UCLES Cambridge ESOL.

Furneaux, C., & Rignall, M. (2007). The effect of standardization-training on rater judgements for the IELTS writing module. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 422-445). Cambridge, UK: Cambridge University Press.

Geranpayeh, A. (1994). Are score comparisons across language proficiency test batteries justified? An IELTS-TOEFL comparability study. Edinburgh Working Papers in Applied Linguistics, 5, 50-65.

Gibson, C., & Swan, A. (2008). The significance of sociolinguistic backgrounds of teachers of IELTS test preparation courses in selected Malaysian institutions. In J. Osborne (Ed.), IELTS Research Reports (Vol. 8; pp. 45-144). Australia: IELTS.

Golder, K., Reeder, K., & Fleming, S. (2012). Determination of appropriate IELTS writing and speaking band scores for admission into two programs at a Canadian post-secondary Polytechnic institution. Canadian Journal of Applied Linguistics/Revue Canadienne de Linguistique Appliquée, 14(1), 222-250.

Green, A. (2004). Making the grade: Score gains on the IELTS writing test. Research Notes, 16(4), 9-13.

Green, A. (2005). EAP study recommendations and score gains on the IELTS Academic Writing test. Assessing Writing, 10(1), 44-60.

Green, A. (2006). Watching for washback: Observing the influence of the International English Language Testing System academic writing test in the classroom. Language Assessment Quarterly, 3(4), 333-368.

Green, A. (2007). IELTS washback in context: Preparation for academic writing in higher education (Vol. 25). Cambridge, UK: Cambridge University Press.

Green, A. (2006). Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing, 11(2), 113-134.

Griffiths, C. (2008). Strategies for success in international examinations (New Zealand). In A. Burns & J. Burton (Eds.), Language teacher research in Australia and New Zealand (pp. 85-100). Alexandria, VA: TESOL.

Hawkey, R. (2006). Impact theory and practice. Studies in language testing, 24. Cambridge, UK: Cambridge University Press.

Hayes, B., & Read, J. (2004). IELTS test preparation in New Zealand: Preparing students for IELTS academic module. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 97-112). Mahwah, NJ: Lawrence Erlbaum Associates.

Hill, K., Storch, N., & Lynch, B. (1999). A comparison of IELTS and TOEFL as predictors of academic success. In R. Tulloh (Ed.), IELTS: International English language testing system, research reports (pp. 1-12). Canberra, Australia: IELTS Australia Pty Ltd.

IELTS: International English Language Testing System. (2007). Handbook 2007. Retrieved from http://www.cambridgeesol.org/assets/pdf/resources/IELTS_Handbook.pdf

IELTS: International English Language Testing System. (2008a). IELTS History, Retrieved from http://www.ielts.org/general_pages/about_us/ielts_history.aspx

IELTS: International English Language Testing System. (2008b). Test performance 2007. Retrieved from http://www.ielts.org/teachers_and_researchers/analysis_of_test_data/test_performance_2006.aspx

IELTS: International English Language Testing System. (2008c). Test-taker performance 2007. Retrieved from http://www.ielts.org/teachers_and_researchers/analysis_of_test_data/test-taker_performance_2006.aspx

Ingram, D., & Bayliss, A. (2007). IELTS as a predictor of academic language performance, Part 1. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 7, pp. 137-204). London, UK: British Council.

Ingram, D. E. (1991). The International English Language Testing System (IELTS): The Speaking Test. Working Papers of the National Languages Institute of Australia, 1(1), 101-114.

Ingram, D. E., & Wylie, E. (1993). Assessing speaking proficiency in the International English Language Testing System. In D. Douglas & C. Chapelle (Eds.), A new decade of language testing research (pp. 220-234). Alexandria, VA: TESOL.

Issitt, S. (2008). Improving scores on the IELTS speaking test. ELT Journal, 62(2), 131-138.

Hamilton, J., Lopes, M., McNamara, T., & Sheridan, E. (1993). Rating scales and native speaker performance on a communicatively oriented EAP test. Language Testing, 10(3), 337-353.

Huong, T. T. T. (2001). The predictive validity of the international English language testing system (IELTS) test. Post-Script, 2(1), 66-96.

Kennedy, C., & Thorp, D. (2007). A corpus-based investigation of linguistic responses to an IELTS academic writing task. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 316-378). Cambridge, UK: Cambridge University Press.

Khan, R. (2006). The IELTS speaking test: Analyzing cultural bias. Malaysian Journal of ELT Research, 2, 60-79.

Mayor, B., Hewings, A., North, S., Swann, J., Coffin, C. (2007). A linguistic analysis of Chinese and Greek L1 scripts for IELTS academic writing task 2. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 250-315). Cambridge, UK: Cambridge University Press.

McCoy, D. (2006). Utilizing students' preferred language learning strategies for IELTS test preparation. English Australia Journal, 23(1), 3.

Merrifield, G. (2008). An impact study into the use of IELTS as an entry criterion for professional associations-Australia, New Zealand and the USA. In J. Osborne (Ed.), IELTS Research Reports (Vol. 8, pp. 283-323). Canberra, Australia: IELTS.

Merrylees, B., & McDowell, C. (2007). A survey of examiner attitudes and behavior in the IELTS oral interview. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 142-184). Cambridge, UK: Cambridge University Press.

Mickan, P., & Motteram, J. (2008). An ethnographic study of classroom instruction in an IELTS preparation program. In J. Osborne (Ed.), IELTS Research Reports (Vol. 8, pp. 17-44). Australia: IELTS.

Moore, T., & Morton, J. (1999). Authenticity in the IELTS academic module writing test: A comparative study of Task 2 items and university assignments. IELTS Research Reports 2. Canberra, IELTS Australia, 64-106.

Moore, T., & Morton, J. (2005). Dimensions of difference: A comparison of university writing and IELTS writing. Journal of English for Academic Purposes, 4(1), 43-66.

Moore, T., & Morton, J. (2007). Authenticity in the IELTS academic module writing test: A comparative study of task 2 items and university assignments. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment. Studies in Language Testing, 19 (pp. 197-249). Cambridge, UK: Cambridge University Press.

O’Loughlin, K. (2000). The impact of gender in the IELTS oral interview. International English Language Testing System (IELTS) Research Reports, 3, 1-28.

O’Loughlin, K. (2008). The use of IELTS for university selection in Australia: A case study. In J. Osborne (Ed.), IELTS Research Reports (Vol. 8, pp. 145-242). Canberra, Australia: IELTS.

O’Loughlin, K. (2007). An investigation into the role of gender in the IELTS oral interview. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 63-97). Cambridge, UK: Cambridge University Press.

O’Loughlin, K., & Wigglesworth, G. (2007). Investigating task design in academic writing prompts. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 379-421). Cambridge, UK: Cambridge University Press.

O'Neill, T. R., Buckendahl, C. W., Plake, B. S., & Taylor, L. (2007). Recommending a nursing-specific passing standard for the IELTS examination. Language Assessment Quarterly, 4(4), 295-317.

O’Sullivan, B., & Lu, Y. (2006). The impact on candidate language of examiner deviation from a set interlocutor frame in the IELTS speaking test. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 6, pp. 91-118). Australia: IELTS/ UK: British Council.

O’Sullivan, B., & Rignall, M. (2007). Assessing the value of bias analysis feedback to raters for the IELTS writing module. In L. Taylor & P. Falvey (Eds.), IELTS collected papers: Research in speaking and writing assessment: Studies in Language Testing, 19 (pp. 446-478). Cambridge, UK: Cambridge University Press.

Paul, A. (2007). IELTS as a predictor of academic language performance, Part 2. In P. McGovern S. Walsh (Eds.) IELTS Research Reports (Vol. 7, pp. 205-240). Australia: IELTS/ UK: British Council.

Pishghadam, R., & Shams, M. A. (2013). A New Look into the Construct Validity of the IELTS Speaking Module. Journal of Teaching Language Skills, 5(1), 71-90.

Rea-Dickins, P. Kiely, R., & Yu, G. (2007). Student identity, learning and progression: The affective and academic impact of IELTS on ‘successful’ candidates. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 7, pp. 59-136). Australia: IELTS/ UK: British Council.

Read, J., & Hayes, B. (2003). The impact of IELTS on preparation for academic study in New Zealand. In R. Tulloh (Ed.), IELTS Research Reports 2003 (Vol. 4, pp. 154-205). Canberra, Australia: IELTS Australia.

Read, J., & Nation, P. (2006). An investigation of the lexical dimension of the IELTS speaking test. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 6, pp. 207-231). London, UK: British Council.

Saville, N., & Hawkey, R. (2004). The IELTS impact study: Investigating washback on teaching materials. In L. Cheng & Y. Watanabe (Eds.), Washback in language testing: Research contexts and methods (pp. 73-96). New York, NY: Routledge.

Shaw, S. D. (2002). IELTS writing: Revising assessment criteria and scales (Phase 2). Research Notes, 10(4), 10-13.

Shaw, S. D. (2004). IELTS writing: Revising assessment criteria and scales (Phase 3). Research Notes, 16, 3-7.

Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24(1), 99-128.

Smith, H., & Haslett, S. (2008). Use of the IELTS general training module in technical and vocational tertiary institutions: A case study from Aotearoa New Zealand. In J. Osborne (Ed.), IELTS Research Reports (Vol. 8, pp. 243-282). Canberra, Australia: IELTS.

Smith, H., & Haslett, S. (2007). Attitudes of tertiary key decision-makers towards English language tests in Aotearoa New Zealand: Report on the results of a national provider survey. In P. McGovern S. Walsh (Eds.), IELTS Research Reports (Vol. 7, pp. 13-58). London, UK: British Council.

Smith, J. (2004). IELTS impact: A study on the accessibility of IELTS GT Modules to 16-17 year old candidates. Research Notes, 18, 6-8.

Stones, T. P. (2012). Transcription and the IELTS speaking test: facilitating development. ELT Journal, 67(1), 20-30.

Swain, M. (1984). Large-scale communicative language testing. In S. J. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching. Reading, MA: Addison-Wesley.

Taylor, L. (2001). Revising the IELTS speaking test. Research Notes of the University of Cambridge Local Examination Syndicate English as a Second Language, 4, 9-11.