The predictive validity of the Academic IELTS test
A methodological synthesis
Despite an abundance of studies that address the fundamental issue of the relationship between students’ IELTS
results and their academic performance, findings remain inconclusive. One reason for this are variations in research design,
notably in how researchers collect, analyse, and interpret data, and report their findings. The present study constitutes a
critical methodological synthesis of 32 published IELTS predictive validity studies. The results revealed a number of efficacious
design practices, and also some concerning tendencies, including: (a) dependency on linear models of causality, (b) small sampling
frames situated in Anglo-Australian contexts, (c) a lack of thoroughness in describing contexts, samples, and approaches to
academic performance measurement, and (d) where qualitative data was generated through interviewing and observation, a tendency to
overlook ‘quality’ issues, such as confirmability, dependability, and trustworthiness. Recommendations are made for enhancing
research designs along with suggestions for novel investigations to address gaps in the predictive validity literature.
Article outline
- Introduction
- Researching IELTS predictive validity
- A framework for investigating IELTS predictive validity
- Challenges involved in researching IELTS predictive validity
- Aims of the research
- Method
- Identification and retrieval of studies
- Coding and analysis
- Results and discussion
- Aims of the research
- Contexts and settings
- Tertiary education level
- Country research settings
- Participants and sampling
- Approach to sampling student data
- Participant nationalities
- Language proficiency measurement and reporting
- Reporting cut-off scores
- Reporting students’ IELTS test scores
- Methodology, data collection, and analysis
- Research designs
- Data collection methods
- Measures of student academic performance
- Statistical tests utilised
- Reporting of results
- Conclusions
-
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