Ielts Test Course

2.
The significance of sociolinguistic backgrounds

of teachers of IELTS Test preparation courses in
selected Malaysian institutions
Authors
Carol Gibson Anne Swan
University of South Australia Canterbury Christ Church University, UK
CONTENTS
Abstract ................................................................................................................................................................... 3
Note: Ethnic backgrounds Malaysia............................................................................................................. 3
Author biodata ........................................................................................................................................................ 4
1 Introduction and background .......................................................................................................................... 5
1.1 Native and non-native teachers of English ....................................................................................... 6
1.2 Pedagogic considerations ................................................................................................................. 7
2 The IELTS Test in Malaysia and the aims of this study................................................................................. 8
3 Methodology ...................................................................................................................................................... 8
3.1 Selected institutions .......................................................................................................................... 9
3.1.1 Profiles of institutions ........................................................................................................... 10
3.1.2 Types of classes .................................................................................................................. 11
3.2 Sources of data ............................................................................................................................... 11
3.2.1 How these sources connect – Interviews with teachers ...................................................... 11
3.2.2 Observation of classes......................................................................................................... 12
3.2.3 Student questionnaires ........................................................................................................ 13
3.3 Schedule followed for the research................................................................................................. 13
4. Findings ........................................................................................................................................................... 14
4.1 Overview of findings from interviews with teachers ........................................................................ 14
4.1.1 Sociolinguistic backgrounds of teachers.............................................................................. 14
4.1.2 Qualifications ....................................................................................................................... 14
4.1.3 IELTS Test background ....................................................................................................... 14
4.1.4 Teachers as ‘native/non-native speakers’ and their use of English in Malaysia .................. 15
4.1.5 Teachers’ comments on teaching approaches .................................................................... 17
4.1.6 Cultural concerns ................................................................................................................. 18
4.1.7 Overall findings from classroom observations ..................................................................... 19
4.2 Overview of findings from student questionnaires .......................................................................... 19
4.2.1 Questions 5–8: Impact of the IELTS Test on life in Malaysia or elsewhere ......................... 20
4.2.2 Questions 9–20: Impact (washback) on English learning .................................................... 21
4.2.3 Questions 21–26 and further comments .............................................................................. 21
4.2.4 Discussion............................................................................................................................ 22
4.3 Washback into learning and teaching ............................................................................................. 23
4.3.1 Cultural practices ................................................................................................................. 27
5 Conclusion....................................................................................................................................................... 31
5.1 English language background of teachers of IELTS Test practice classes .................................... 31
5.2 Washback ....................................................................................................................................... 31
© IELTS Research Reports Volume 8 1

Carol Gibson and Anne Swan
6 Recommendations........................................................................................................................................... 32
6.1 Summary of recommendations ....................................................................................................... 33
6.1.1 Course/test preparation books ............................................................................................. 33
6.1.2 Teacher training ................................................................................................................... 33
6.1.3 Interactive website................................................................................................................ 33
6.2 Recommendations for further research........................................................................................... 33
Acknowledgements............................................................................................................................................... 34
References ............................................................................................................................................................. 35
Appendix 1: Teacher interview prompts: Open-ended questions.................................................................... 38
Appendix 2: Text of student questionnaire ........................................................................................................ 39
Appendix 3: Summary of notes from classroom observation .......................................................................... 41
Appendix 4: Tabulated responses from student questionnaires ..................................................................... 42
College A1.................................................................................................................................................. 42
College A2.................................................................................................................................................. 45
College A3.................................................................................................................................................. 49
College B.................................................................................................................................................... 52
College C1.................................................................................................................................................. 55
College C2.................................................................................................................................................. 58
College D1.................................................................................................................................................. 61
College D2.................................................................................................................................................. 64
College D3.................................................................................................................................................. 66
College D4.................................................................................................................................................. 69
College D5.................................................................................................................................................. 73
College D6.................................................................................................................................................. 77
College E1.................................................................................................................................................. 78
College E2.................................................................................................................................................. 82
College E3.................................................................................................................................................. 85
College E4.................................................................................................................................................. 89
Appendix 5: Summary of themes from interviews with teachers..................................................................... 94
Appendix 6: One teacher’s response to follow-up questions......................................................................... 100
IELTS RESEARCH REPORTS, VOLUME 8, 2008

Published by: IELTS Australia. Editor: Jenny Osborne, IELTS Australia
IELTS Australia Pty Limited,
ABN 84 008 664 766 (incorporated in the ACT)
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National Library of Australia, cataloguing-in-publication data

2008 edition, IELTS Research Reports 2008 Volume 8
ISBN 978-0-9775875-5-1

The significance of sociolinguistic backgrounds of teachers of IELTS Test preparation courses in Malaysia
ABSTRACT
Grant awarded Round 10, 2004
This research investigates the teaching of IELTS Test preparation classes in
Malaysia. It focuses on the linguistic, social and cultural values which different
teachers bring to the classroom and to washback into the curriculum.
This research investigated the teaching of IELTS Test preparation classes in Malaysia. Malaysia has
been ranked 7th in a list of top 25 IELTS Test locations worldwide (IELTS Review 2002). This
ethnographic study focused on the linguistic, social and cultural values which different teachers bring
to the IELTS Test practice classroom and to washback into the curriculum according to the
requirements of IELTS Test preparation and associated academic and social language skills.
We visited six institutions which held IELTS Test practice classes. These were both public and private,
located in and around the Kuala Lumpur area and in the state of Pahang. Within these institutions,
92 students completed questionnaires and we interviewed nine teachers. As the student questionnaires
were researcher-administered in all centres but one, the return was high (90%). Of these 92 students,
47 claimed Bahasa Malaysia as the first language (with most having English as another language),
30 claimed Chinese, Mandarin or Cantonese as the first language (with most having English as another
language), the remainder claimed a mixture of Tamil, Punjabi, Indonesian, Burmese, Persian, English
(one student) and Malaysian ethnic languages.
Within this context, the relevance of the term ‘non-native speaker teacher’ was revisited alongside the
suggestion that the richness of multilingual speech communities should be better appreciated by
centre-based researchers than is currently the case. We found that the teachers’ varied linguistic and
cultural backgrounds enabled them to understand the relevance of the IELTS Test in their programs,
institutions and in their country, and hence to teach its skills appropriately. Furthermore, despite not
being familiar with the term ‘washback’, both teachers and students commented in detail on the
positive effects they perceived the Test to have on the Malaysian teaching/learning environment.
Finally, we discovered that teachers working in this region had a strong desire for more specific
information about the IELTS Test and candidate assessment; they felt that such information would
enable them to provide better guidance for their students.
Note: Ethnic backgrounds Malaysia
Malaysia is a multi-ethnic, multilingual country with a population of about 23.27 million people
(according to the 2000 census). Although at least a hundred languages are used daily, (Gaudart 2003),
there are three principal languages in use: Bahasa Melayu, Chinese (which in itself is represented by
both Mandarin and Cantonese and other dialects) and Tamil.
Special note should be made here concerning the nationality, ethnic background and linguistic
background of the students. Of the colleges we involved in this research, one had enrolments restricted
to Bumiputera (Malays and natives of Sarawak and Sabah). Private institutions had varied enrolments
of Malay, Chinese and Indian Malaysians as well as students from other countries (Iran, Mongolia,
Cambodia, Bangladesh, Myanmar, PR China, Morocco, Somalia, French New Guinea, Nigeria,
Pakistan and Vietnam). In the case of Chinese, some claimed to speak Mandarin, some Cantonese and
others nominated an all-encompassing Chinese. Of interest, some of the students from other countries
claimed to be studying English in an English-speaking country (Malaysia).

AUTHOR BIODATA
CAROL GIBSON
Carol Gibson has a PhD in Sociolinguistics and has been an ESOL teacher and teacher trainer for
many years. She has collaborated on previous IELTS research, has been an IELTS Test Examiner
since the inception of the Test in 1989 and is currently an Examiner Trainer. She has lived and worked
in Thailand, Cambodia and Japan, including providing IELTS Test training and assessing. She is
co-author (with colleagues Anne Swan and Wanda Rusek) of three separate IELTS Test practice
books, two published in Australia and one in China.
ANNE SWAN
Anne Swan is currently a PhD candidate at Canterbury Christ Church University, UK. She is
researching the strengths that multilingual teachers of English bring to the profession and has recently
presented papers at international conferences in the UK and Mexico on this topic. At the time of this
research, she was developing a three-year transnational program in Malaysia for native Malay
(Bumiputera) students. Before that, she worked in Italy, the UK, Australia and Japan. She has been an
IELTS Examiner since 1989 and has taught and developed IELTS training courses in Australia, Japan
and Malaysia, in addition to assessing candidates in all of these countries. With colleagues,
Carol Gibson and Wanda Rusek, she has written IELTS Test practice materials for publication in
Australia and China.

1 INTRODUCTION AND BACKGROUND

The debates and discussions over the different expressions used to describe the changes, movements
and spread of the English language over the past 50 years are too complex to fully describe in this
report. However, such background is important to our discussion of how English teaching, learning
and usage are situated in Malaysia.
Briefly, Tan (2005) in a discussion on the policies of English as a Malaysian language refers to
non-Anglo Englishes (Schneider 2004) or ESL (English as a Second Language (Schneider 2004),
English as an International Language (Jenkins 2000, Alptekin, 2002), English as a Global Language
(Crystal 2003), World Englishes (Jenkins 2003), World English (Brutt Griffler 2002), the definitive
explanation of the inner, outer and expanding circles (Kachru 1986) and, finally, English as a Lingua
Franca (ELF) (Seidlhofer 2003, 2005) which is described as a contact language between persons who
share neither a common native tongue nor a common (national) culture, and for whom English is the
chosen or necessary foreign language of communication, such, for example, as used in hundreds of
international organisations. (For more detailed studies of how English has spread and become to be
seen as a global, international, world language and/or a lingua franca, see Kachru 1986; Quirk 1985;
Brutt-Griffler 2002; Crystal 2003; Jenkins 2000, 2003; Widdowson 2003; Seidlhofer 2003, 2005,
Holliday 2005, among many others. These expressions can be extended to more pertinent and
particular descriptions which include the varieties of English used in different regions, countries or
contexts.)
Brutt-Griffler (2002) suggests that there are 1.5 to 2 billion speakers of English in the world.
By speakers of English, we understand she means people who speak English in some context or
another in their daily life. Of these, at least 80% belong to what she terms a bilingual group of
speakers, that is that 80% of the users of English also speak at least one other language on a daily basis.
(Brutt-Griffler, 2002). This belief is supported by other linguists such as London (2001), who gives the
figure of 3 billion people throughout the world who have knowledge of English and can be considered
to be users of English. Crystal (2003) claims that a quarter of the world’s population is fluent or
competent in English and gives statistics of the number of English users by country (pp 62-63).
Jenkins (2006) claims that through the sheer numbers using English as an international language, most
of the meaningful interactions occur between non-native speakers rather than between either native
speakers or between a native speaker and a non-native speaker. English can be seen as having social
and economic prestige, (Pennycook, 1994), or more recently, that it is widely accepted as the language
of science and technology (Crystal 2003). Crystal reports a count by the British Council claiming that
1 billion people around the world are currently engaged in learning English. According to London
(2001), among others, the ability to communicate in English can help to provide entry to the labour
market in many parts of the world.
Seidlhofer (2005) believes that because English does function as a global lingua franca, we need to
accept that English is being shaped at least as much by its non-native speakers as by its native speakers.
She adds that ‘this has led to a somewhat paradoxical situation: on the one hand, for the majority of
users, English is a foreign language, and the vast majority of verbal exchanges in English do not
involve any native speakers of the language at all’. At the same time there is still a tendency for native
speakers to be regarded as custodians over what is acceptable usage. This view is also supported by
Pennycook (1994), Widdowson (2003), Crystal (2003), Brutt-Griffler (2002), Holliday (2005) and
Jenkins (2006). As Jenkins says:
…there seems to be no good reason for speakers from the outer or expanding circles to
continue to defer to the NSs of the Inner Circle… (Jenkins 2006, p 43)
And Hung (2002) says that since English is being used more and more as a tool of communication
among people who speak English as a second or foreign language, we should look at the issue of

‘international intelligibility’ not from the viewpoint of speakers of traditional varieties of English but
from a truly international perspective.
1.1 Native and non-native teachers of English
Teachers are in the front line in facilitating the language acquisition process and therefore in
understanding the required standard which will lead individual students to reach their goal.
Holliday (2005) sees this as the ‘we’ and ‘they’ discussion. He uses the inclusive ‘we’ to mean all
teachers, academics, curriculum developers, writers, publishers and so on, who are involved
worldwide in the work of what he refers to as World TESOL. Holliday notes that the commonly
accepted terms ‘native’ and ‘non-native’ speaker:
…fail to recognise that many varieties of English in Kachru’s outer circle countries, such as
Singapore, are spoken not only as official languages but also in the home…that English is
often one of several languages available in the repertoires of the multilingual populations of,
for example, India and African countries...[where] it is often difficult to ascertain which
language is a person’s L1 and which is their L2. These accepted understandings of native and
non-native speaker perpetuate the idea that monolingual/native speaker is the norm, when, in
fact, precisely the opposite is true of the world at large.
(Jenkins 2000, pp 8-9, citing Brown and Bisong, cited in Holliday 2005, pp 4-5)
Cook (1999) argues that:
…language teaching would benefit by paying attention to the L2 user rather than
concentrating primarily on the native speaker. It suggests ways in which language teaching
can apply an L2 model and exploit the students’ L1. The most important argument here is that
because L2 users differ from monolingual native speakers in their knowledge of the L2s and
L1s and in some of their cognitive processes, they should be considered as speakers in their
own right, not as approximations to monolingual native speakers. In the classroom, teachers
can recognize this status by incorporating goals based on L2 users in the outside world,
bringing L2 user situations and roles into the classroom, deliberately using the students’ L1 in
teaching activities, and looking to descriptions of L2 users or L2 learners rather than
descriptions of native speakers as a source of information. The main benefits of recognizing
that L2 users are speakers in their own right, however, will come from students’ and teachers’
having a positive image of L2 users rather than seeing them as failed native speakers.
(Cook 1999, p 185)
Indeed, Alptekin (2002) suggests that with its standardised native speaker norms, the model is ‘utopian,
unrealistic, and constraining’ in relation to English as an International Language (EIL). His reasoning
is based on the widely held belief that there is only one perception of the native speaker’s language
and culture. This perception does not reflect the lingua franca status of English and ultimately
constrains both teacher and learner autonomy. He suggests that a new concept of ‘English as a world
language’ is needed which includes both local and international contexts as settings of language use,
and which would involve native–non-native and non-native–non-native discourse participants, as well
as native–native. Competent users of the language would include those who are bilingual and who
have intercultural or cross-cultural awareness.

1.2 Pedagogic considerations

In the traditional model of English in the international context the ‘non-native’ user is normally
situated along what has been called the ‘interlanguage’ continuum with the ‘native’ speaker as the
point of reference. The language of the non-native user is normally assessed against this native speaker
standard. (For in-depth discussions on this, see Rampton (1990), Pennycook (1994), Jenkins (2000,
2006), Hamp-Lyons and Zheng (2001), Seidlhofer (2005).) If claims can be made that English should
only be taught in English and by native speakers, then the English-speaking core is able to maintain a
strong hold over the production of language textbooks and English teaching methodology. Holliday
(2005) uses the term ‘native-speakerism’ to describe the inherent prejudices which allow the native
speaker model to dominate.
Indeed, it has been pointed out that many materials in Western textbooks are inappropriate for the
Malay/Muslim world (eg Pennycook 1994). There is an argument that Western-produced textbooks
remain ethnocentric and give little consideration to the sociocultural contexts in which they may be
used. Teaching methodologies are cultural practices that occur within specific contexts and imply
particular understandings of: language; teacher and student roles; the importance of (student-initiated)
speaking in class; what are desirable topics for speech; reading practices; what constitutes a well-
written text; learning as a fun activity; education as learner-centred as opposed to teacher-centred; the
importance of ‘authentic texts’ and activities; motivation as an autonomous subject’s desire to speak;
plagiarism as a crime; correct grammar being less important than the courage to speak; and so on.
Ha (2004) and Nambiar (2005) both assert that cultural practice within classrooms in some countries,
(Malaysia, for example) is contrary to Western concepts of successful interpersonal communication.
Many Malaysians consider it rude to interrupt others when they are speaking and therefore find it very
difficult. When they finally get the courage to speak up, it can be abrupt and shocking and appear out
of context. This may have strong relevance to test preparation which includes debate and opinion-
offering in speaking tests.
The issue of standardisation of the language and what forms are presented in the classroom is most
crucial and complex when it comes to an international test. Whatever the individual student goal –
whether studying English for business, career, education or migration – English is seen as a vital asset
to reach that goal. Therefore it would seem that the standard of English needs to reflect the ultimate
desired usage of the language.
Jenkins (2005) says that where tests of English are concerned, the status quo leads to the situation
where candidates taking tests which claim to have international currency (and she gives examples),
may be penalised for using internationally-communicative forms of the language. Indeed, she claims
that very often testing practice inhibits the teaching of accommodation and convergence strategies by
discouraging the use of forms (written as well as spoken in the case of lexicogrammar) which are not
standard in native speaker English but which may nevertheless be communicatively efficient and
acceptable in non-native speaker interactions.

2 THE IELTS TEST IN MALAYSIA AND THE AIMS OF THIS STUDY

The true power of tests is in the pedagogical benefits they offer in the form of feedback
leading to more effective teaching and learning. (Shohamy 2004, p 89)
The IELTS Test has been in operation worldwide for over 16 years and has grown in acceptance for
both university entrance and for migration purposes. The role of test preparation and the associated
implications of washback into classroom activities and curriculum development have, in turn,
expanded.
Statistics show that more non-native English-speaking teachers of English are preparing students for
the IELTS Test around the world. In addition, many of these teachers have had no direct experience
with the IELTS Test (that is, many have never taken a test nor undertaken Examiner training and have
never seen an actual test).
The aim of this research was to identify the sociolinguistic background of the teachers of the IELTS
Test practice classroom (their use of English in all areas of their lives and their perceived awareness of
cultural and linguistic factors which impact on the IELTS Test) in a selection of Malaysian English
language centres. The aim was also to explore how the teachers employed the different linguistic and
cultural practices available to them when preparing their students for the IELTS Test and how these
practices may affect other aspects of their classroom practice.
3 METHODOLOGY
This study is an ethnographic study using qualitative analysis of the teaching of IELTS Test
preparation courses in Malaysia. Such methodology allows the emergence of themes which may have
been unanticipated. Interview protocols were devised and questionnaires constructed with a view to
allowing respondents the flexibility to provide answers which went beyond the scope envisaged by the
researchers. It is thus an example of ethnographic research, insofar as it deals with the concerns of the
individuals observed and interviewed, as interpreted by the interviewers.
Although we were to some extent outsiders to the organisations involved, both of us as the researchers,
had the common ground of familiarity with the IELTS Test as Examiners, and both of us had taught
English and IELTS Test preparation classes in non-English speaking countries, (one of us in Malaysia
while introducing the Test to staff in a college). This shared contextual background allowed us to
establish an initial rapport with the participants.
Educational research at all levels, from action research to effect classroom change to policy-
based institutional or government-motivated research, reduces the gap between researcher
and research situation even further as it is usually carried out by educationalists.
(Baxter 2003, p 50)
We believe that a qualitative, ethnographic approach to the research served our aims best because we
chose to focus on teachers and students in a particular setting and we wished to present the attitudes of
these particular stakeholders in the IELTS Test in Malaysia in order to interpret the cultural and
linguistic capital which Malaysians perceive the IELTS Test brings them. By visiting the colleges and
interacting with the stakeholders, we intended to present a picture of how IELTS is woven into the
fabric of English language teaching in Malaysia.
Due to difficulties of access and time and travel constraints, it was not possible to spend more than a
day at each of the selected institutions and so there were some amendments to the original research
plan. The following indicates the original research plan with relevant comments on changes and
limitations in brackets.

1. Protocols will be developed for in-depth interviews to establish sociolinguistic backgrounds of

teachers on IELTS preparation courses at Malaysian institutions, selected on the advice of IDP.
(See Table 1 below.)
2. A classroom observation schedule will be developed and arranged with teachers covering, for
each class, explanations, question and answer routines, patterns of interaction, use of language
and intercultural analysis. (See Appendix 3 for observation schedule.)
3. Program documentation for each course will be studied, including all outlines and artefacts
developed by teachers. (Since all but one of the teachers did not prepare their own materials,
this aspect of the original research plan could not be completed and, in fact, was irrelevant.
One teacher showed us her own materials but most asserted they used readily available
commercial texts.)
4. A series of lessons (three per course) will be observed and audio-recorded at different stages
of each course. (Due to time and cross-country travel constraints, it was not possible to
observe three classes in progress in all schools.)
5. An analysis of each lesson will be conducted with each teacher and audio-recorded. (Due to
teachers’ commitments and time constraints, it was not appropriate to expect them to give
further time to analyse classroom activity in addition to time already given for the interview.
It also seemed to be culturally inappropriate to audio-record classes in progress.)
6. At all times the project will be collaborative, with each step being validated by the teachers
involved. (Teachers were very obliging with time for interviews but did not respond to
invitations to participate further. One teacher replied to follow-up email in detail – see
Appendix 6. Another promised to but did not, and another had left her position. Since neither
researcher was in Malaysia at the time of writing up the research, there was no further
opportunity for follow-up.)
7. Institutions will be selected on the advice of IDP and teachers will be selected, with due
observance of ethical considerations, to capture the sociolinguistic variability of Malaysia. It is
envisaged that three teachers of IELTS preparation courses from each of six institutions will
participate in the study. (Further institutions were selected by the in-country researcher and a
total of nine teachers from six institutions were interviewed – see summary in Table 1.)
The questionnaire which was given to the students attending the IELTS Test practice classes served to
add extra dimensions to the information gathered from the interviews with teachers. The classroom
observation also supported the information gathered from the interviews. Triangulation of the data
from these three sources added a further layer of validation to the findings, in particular to the
discussion on the effects of washback, which was one of our principal aims.
3.1 Selected institutions
Most students taking an IELTS Test do so in centres in Kuala Lumpur with the option of also taking
the test in Penang, Sarawak or Kuantan, and other centres around the country by arrangement.
The institutions we visited were mainly clustered in and around Kuala Lumpur, with the exception of
two colleges in Pahang.
For this study, four institutions were approached on the advice of IDP and three others were
approached through connections established by the researchers themselves. Of the total of seven, one
was unable to assist, as there were no IELTS Test preparation classes scheduled over the four-month
period of data collection but the others were all willing to be involved, even though one institution was
not continuing to offer IELTS practice courses within the period. The teacher at this institution was
happy to be interviewed, as s/he was already known to one of the researchers.

Of the institutions visited, most were giving IELTS Test preparation classes for students who intended
to study abroad but one institution required its students to take the test practice classes as part of the
curriculum even though the students had no intention to study abroad. In addition, some students said
they were choosing these classes out of personal interest. The six institutions represent the variety of
post-secondary educational choices available in Malaysia, and exhibit the following characteristics,
which relate to Malaysia’s particular cultural and linguistic diversity. The factors that influence this
diversity involve:
! colonial past
! migrations from, especially, China, southern India and Sri Lanka
! government policy of boosting opportunities for native (Bumiputera) Malaysians
! Malaysia’s position of being able to provide inexpensive, quality education in English
more cheaply than countries where English is the official first language, such as Australia,
Canada, New Zealand, UK and the USA.
The profiles of the institutions we surveyed are summarised below. As stated in our proposal, we
selected them on advice from IDP, combined with independent research. As far as we were able to
ascertain, they represent the only institutions conducting IELTS Test practice classes outside the
recognised British Council and IDP centres in Malaysia, in 2005, although this may change according
to demand. One institution recommended by IDP, for example, was unable to assist us in our research,
as they were not conducting IELTS Test practice classes for the period under observation.
3.1.1 Profiles of institutions
A. Post-secondary government-funded college providing professional training courses to
Bumiputera students. Students were undertaking IELTS Tests as a benchmark indicator
for English level as part of their award.
B. Private college, offering training courses and degree programs, through affiliations with
overseas universities, to local and overseas students. Some students have scholarships
awarded by Malaysian companies.
C. Similar to B, established in Malaysia by a Malaysian conglomerate.
D. Relatively new private college-approved programs – students may obtain degrees in
Malaysia from certain Australian or British universities. This college has affiliations
with one British and one Australian university.
E. Malaysian government-funded university committed to providing education for
Bumiputeras. Selected students are awarded scholarships for overseas study, funded by
Malaysian companies such as Petronas. The IELTS Test is undertaken by candidates
preparing to go overseas on these scholarships.
F. State-run vocational training college offering transfer to partner universities for
candidates wishing to proceed beyond diploma level. Most IELTS Test candidates are
taking the test for admission to computing studies programs in Malaysian or overseas
universities. No IELTS Test practice courses were being conducted at time of data-
collection because of re-structuring.
In summary, it can be seen that colleges offering IELTS Test preparation courses in Malaysia are
training both international and local students:
! for study at English-speaking universities or
! for study in Malaysia, in English, for awards granted by overseas universities having
agreements with the Malaysian institutions.

Overseas universities thus dictated English language requirements, whether the students were
transferring to their countries or completing the award in Malaysia. This meant that all students in our
survey were taking the academic module and all classes were taught for this module.
Table 1 shows the total numbers of classes, teachers and students represented in the findings of this
study.
As there was no specific question relating to nationality included in the questionnaire, this study
cannot draw any conclusions on the differences between responses given by Malaysian nationals and
non-Malaysian nationals. There is, however, scope for further investigation of non-Malaysian students
studying English in Malaysia.
Institution by code Number Total Number of Total Number of Total number

of number teachers number students who of students
classes of interviewed/ of responded to present on
observed classes teachers questionnaire day observed
A 1 6 1 4 17 17
B 1 2 1 3 6 17
C 2 2 2 3 13 13
D 3 3 1 1 32 32
E 1 2 3 3 24 24
F 0 0 1 1 0 0
Table 1: Summary of responses by institution
3.1.2 Types of classes

The six institutions had a variety of timetables and course structures. Colleges C and D ran evening
courses for part-time study and College B ran a full-day Saturday program, in addition to courses
which formed part of the mainstream programs.
The IELTS Test classes also need to be set against the background of alternatives available for study
in English in Malaysia, eg the A-level program available in some colleges, and the SAMat (South
Australian Matriculation Program). It is not the intention here to consider these alternatives in depth
but their existence needs to be signaled. Such a variety shows Malaysia at an educational crossroads in
English teaching, with IELTS providing just one pathway to higher education in English. Further
research would be useful to indicate the proportion of students studying bridging/foundation programs
from overseas universities, university entrance (eg A-level, SAMat) and students taking IELTS Tests,
as all but one of the institutions visited offered this variety in differing combinations.
3.2 Sources of data
There were three sources of data: interviews with teachers; observation of classes; and student
questionnaires.
3.2.1 How these sources connect – Interviews with teachers
The context of the interviews we conducted has, we believe, impacted significantly on the information
received by the teachers. A consideration of this context involves location of participants/interactants,
teacher training background of teachers, first language and English language background of students.
Within this context, it has to be remembered that ‘the researcher and the researched inevitably become
part of a new culture, which needs to be examined’ (Baxter 2003, p 48). Of course, always present in

this examination is the ethical dimension, which obliges the researcher to continually withdraw from
the scene and evaluate her attitudes in the light of the roles of all participants.
The network of relationships which develop during the process and the interactions which
result are all part of the data to be analysed. They can never be eliminated from the process
or neutralised so that they do not matter; rather, reflexivity demands that they must be
incorporated into the overall cultural analysis. (Baxter 2003, p 55)
Holliday has this to say about the relationship of the researcher and the researched:
The researcher must try to see through and liberate herself from the professional discourse
she brings with her in order to establish relations on the participants’ own terms. They are
there as people in their own right, not simply to participate in her research.
(Holliday 2002, p 173)
In other words, the everyday lives of the participants continue, regardless of the researcher, who must
constantly shift the perspective to situate observed moments in a logical continuum. This may be
difficult when the observed moments constitute very brief interludes. Conducting interviews,
observing classes and distributing questionnaires are all interruptions to the normal lives of people
going about their duties in educational institutions and data collected in these ways must always
acknowledge this dimension of artificiality. Hence the researchers have to establish a relationship with
the participants which is exterior to the professional one (eg Holliday 2002) but which will enable the
optimum conditions for gathering the data they require.
If its objective of pure knowledge distinguishes the research relationship from most of the
exchanges in everyday life, it remains, whatever one does, a social relationship. As such, it
can have an effect on the results obtained… (Bourdieu 1992, p 608)
A comfortable ‘social relationship’ was readily established in our interviews with teachers, the second
method of data collection but the ‘objective of pure knowledge’ was less easily obtained, perhaps
because of a difference in the expectations of researchers and researched. Although a relationship had
been established via email and telephone with the institutions, the teachers interviewed did not have
access to the questions we had provided and therefore did not have time before the interview to think
about their answers. Thus their responses, while rich in cultural and linguistic detail, did not provide
the depth which we had, perhaps inappropriately, sought.
Moreover, the demands on the time of teachers working in Malaysia are extremely heavy and do not
allow flexibility for in-depth discussion. Academic staff, employed at senior levels have long working
hours, often including weekends, and staff at lower levels usually have many family commitments
outside of teaching time. Therefore, coming from what appeared to be a comparatively generous
working Western environment, we did not wish to impose on our hosts and were grateful for the
valuable time they could spare us. As qualitative researchers, we believe it is important to make this
observation concerning background to the project.
3.2.2 Observation of classes
For a number of reasons, classroom observation did not follow the plan originally envisaged. Problems
of timetabling and access meant that only one class could be observed in each of the institutions
except for one, where three classes were being taught by the college’s one IELTS Test practice teacher
on the day agreed for observation. (See Appendix 3 for observation schedule.) Its main purpose was to
define the activity undertaken in an IELTS Test practice class. To carry out prolonged, in-depth
observation, it would have been necessary to spend time in the area and to take up the time of the
teachers but neither option was feasible. The limited observation possible, therefore, could serve only
to provide an outline of the classes.

The context surrounding the data gathering was a relatively new one for IELTS research because the
participating teachers came from different linguistic/cultural backgrounds to the researchers.
Consequently, the interaction was between participants who may have had certain expectations of each
other which were not always totally justified. Regarding the first method of data collection,
observation, for example, it was necessary to reassure some of the teachers that their performance was
not being assessed in any way because they associated appraisal with ‘observation’. Correspondingly,
the researchers, in their notes, needed to remember that they were simply observing the content of the
classes and not commenting on the skills of the teachers. On the other hand, the interviews, although
recorded (with permission), seemed less threatening as it was not difficult to establish a rapport based
on shared knowledge and experience of IELTS, and indeed of English language teaching.
3.2.3 Student questionnaires
The third method of data collection was through questionnaires administered to the students. Again
limitations apply – a few students, for example, did not have sufficient mastery of English to
understand all the questions and others gave only the briefest of answers but overall we were delighted
with the students’ reflective skills and depth of perception in their answers.
In sum, we were able to triangulate the data from these three sources – classroom observation of
teachers and students, teacher interviews, and student questionnaires – and consolidate our findings.
Among these three methods, the classroom observation worked minimally as a data-gathering
instrument but served to verify the activities we were researching, namely the teaching of IELTS Test
practice classes. On the other hand, the teacher interviews, transcribed and discussed below, provided
us with rich sociolinguistic and cultural material for our study, while the student questionnaires
illustrated and verified many of the points made by teachers. Furthermore, there were many
similarities across institutions which enabled us to construct a clear image of the role which the IELTS
Test practice classes play for English teachers, and students, in Malaysia.
3.3 Schedule followed for the research
1. Official start date for project as agreed with IDP June 2005
2. Designing protocols in Australia and Malaysia May 2005
3. Contacting Malaysian institutions April, May 2005
4. First institutional visit and related data collection May 2005
5. Additional visits to remaining institutions July 2005
6. Final interview recorded with teacher in Malaysia September 2005
7. Literature review Ongoing 2005 and 2006
8. Meetings for analysis of data August 2005 – January 2006
9. Additional information sought from teachers by email March 2006
10. Writing up of report March – June 2006
11. First submission of report June 2006
12. First revision on receiving feedback August 2006
13. Second feedback received October 2006
14. Second revision completed February 2007

4. FINDINGS
4.1 Overview of findings from interviews with teachers
The six institutions visited included public universities and colleges, private universities and private
colleges of advanced education. During the visits, we observed IELTS Test preparation classes in
progress. We interviewed nine teachers of IELTS Test preparation classes from the six institutions,
including schools in Kuala Lumpur and regional areas. Our interview protocols are in Appendix 1.
Each interview lasted approximately 45 minutes and was audio-recorded and subsequently transcribed.
A summary of themes arising from the interviews is in Appendix 5.
4.1.1 Sociolinguistic backgrounds of teachers
All of the teachers except one would fit the category of being bilingual with English as a first or
English as a Second Language (using the expression ESL here to indicate that English is not an ‘other’
language but is used competently in all aspects of daily life, not only at work but at home and in social
life). Some of the teachers interviewed also claimed to speak more than two languages in their daily
life. This would not be unusual in a country such as Malaysia which is considered to be a multilingual,
multi-racial, multicultural nation. This also means that most of the teachers interviewed would, as
Sandra Lee McKay claims, bring second language awareness to their teaching practice.
But perhaps the greatest strength of bilingual English teachers is that they provide their
students with a model of a good language learner that is relevant to their own social and
cultural experiences, a model that no language teacher from another culture can ever provide.
(McKay 2002, p 45)
The exception to this claim of being bilingual was from one teacher who spoke only English as a first
language and claimed to be monolingual. Of interest, she commented that she had studied in an
English-speaking country (India) and now worked in an English-speaking country (Malaysia).
4.1.2 Qualifications
The teachers’ qualifications ranged from no TESOL training to postgraduate level. These included:
two teachers with MA TESOL from Malaysian universities; Diploma of Education (four teachers, one
Diploma from the UK and three from Malaysia); and one MA in English (not TESOL) from India.
Three teachers claimed to have undertaken all schooling in English (as was the practice in Malaysia
during the 1960s) and one of these three had no specific teaching or TESOL training. Seven claimed to
have lived and/or studied overseas (in an English-speaking country including India). One had never
studied overseas. One teacher did not respond to this question.
4.1.3 IELTS Test background
It is important to note that none of the teachers interviewed had any direct IELTS Test experience
either as a candidate or as an Examiner, and so all knowledge of test format, question types and
assessment requirements came to the teachers from the IELTS Handbook, the IELTS website or the
commercially produced practice texts.
All teachers claimed to be confident to deliver IELTS Test practice classes. The experience of such
teaching ranged from 16 years (two teachers involved since test inception) to only two semesters with
the majority having approximately three years’ experience with IELTS Test practice classes. All
expressed confidence in being able to explain the Test in aspects such as format, linguistic and cultural
demands of responses, and assessment. (All claimed to be satisfied that they could approximate actual
assessment of student writing tasks and speaking practice models by using the Overall Band
Descriptors in the IELTS Handbook.) All teachers used mainly commercial test practice texts with
three teachers occasionally preparing some extra materials using local newspapers. Most teachers
claimed that there was not enough time in their schedules to prepare supplementary materials.

4.1.4 Teachers as ‘native/non-native speakers’ and their use of English in Malaysia

It is interesting here to consider the role of the native/non-native speaker teacher in the Malaysian
context because, as the interviews with IELTS Test practice course teachers testify, the term appears to
have limited importance. Teachers were asked to state their first language and then to clarify the uses
they had for the various languages at their disposal. Although we had imagined it to be important to
find a definition for the term ‘non-native speaker teacher’, as well as ‘native speaker teacher’, we
found that in the institutions we visited, only one person claimed to be a ‘native speaker’ teacher of
English, and also monolingual, and so there was no opportunity to define native speaker teacher.
Hence, we have chosen to focus on aspects of the teachers’ sociolinguistic backgrounds which
characterise them as non-native speaker teachers in Malaysia. These aspects present a context for use
of English which is vastly different from that of the centre-based teaching environment and indicate
possibilities for further research. For example, one area might be the influence of surrounding
languages on English which is used for limited purposes. Sweeping generalisations about the value of
‘English only’ classrooms can be challenged if it is acknowledged that inhabitants of countries like
Malaysia, while admitting a need for English, do not require native-speaker-like competence and
therefore need not be threatened by the insistence on using English in the classroom without being
able to have recourse to their first/other languages.
One factor which centre-based researchers tend to ignore about teachers whose first language is not
English is that such teachers have an understanding of the role English should occupy in their society,
compared with the other languages commonly used. In other words their sociolinguistic skills are
developed to the extent that they can move effortlessly from one language to another without causing
misunderstanding. All the teachers in this study claimed to use only English in the IELTS Test
classroom and were quite confident in doing so but eight out of nine also claimed to use other
languages in other parts of their lives. One teacher, for example, declared that she spoke 80% Malay
and 20% English at home, while the situation at work was exactly the reverse. Another teacher, who
grew up speaking Tamil, claimed that since her marriage 13 years before, she has used English more
and more, to the point where she now uses Tamil only when she visits her parents and her father
chides her for acquiring an English accent! The other teacher claiming Tamil as a first language
asserted that she spoke more English with her husband than Tamil and mainly English with her child.
Of course, such claims have implications for the use of Tamil in Malaysia, and also for the use of
Bahasa Melayu, which this teacher claimed to use minimally.
Similarly, another teacher, who claimed ‘Chinese’ as her first language, added that she now spoke
English at home as well as at work. In summary, the Chinese- and Tamil-speaking teachers tended to
speak more English, while the Malay-speaking teachers spoke more Malay at home. This could be
because the official language is Malay which is also the cultural background of the two native Malay
teachers. The other factor to consider here is that all respondents are professionally involved with
English and consequently are likely to use it more frequently than the average Malaysian, especially if
they can use it comfortably with family.
The question, then, becomes ‘How is a sociolinguistic background of this nature significant in the
teaching of IELTS Test preparation classes?’ The following points may be considered significant:
! understanding of the role of English in Malaysia and the boundaries of its use
! understanding of the cultural difficulties of IELTS for students in Malaysia
! understanding of the cultural contrasts involved in teaching IELTS
! the experience of learning English and, in many cases, of adapting to study in an overseas,
English-speaking culture.

The sociolinguistic profiles of the teachers interviewed suggest ways of describing the ‘non-native’
teacher of English in a positive light, which accords with Canagarajah’s (1999) discussion of
codeswitching in Resisting Linguistic Imperialism in English Language Teaching in which he
describes research on the positive influences of L1 in the language classroom:
...we need to understand that for many periphery communities, English is one more code in a
rich repertoire of multiple languages. Countless millions of people who live in a linguistically-
rich environment acquire more than one language simultaneously from childhood.
Furthermore, the codes are often mixed in usage – as in code-switching, code-mixing, style
shifting or borrowing. (Canagarajah 1999, p 129)
In their descriptions of how they use English, the Malaysian teachers provide evidence of this
linguistic richness, which is not a feature of centre-based linguistic societies, and is therefore often
neglected by researchers. The most detailed account of language use came from the teacher whose first
language is Malay – see Appendix 6. Her comments show considerable awareness of language issues
in her country:
Question: What do you use each language for?
Bahasa Malaysia…mainly for communicating with families and friends. English…for
my job as an English lecturer and also when I’m communicating with the business
communities. I feel more comfortable communicating with English if I know that the
other person is well trained in English. Otherwise, I’m worried that I’ll offend the
person because a non-user of English normally will think that an English-speaking
person is trying to show off.
This example of sensitivity to language use is evidence of the understanding possessed by ‘non-native’
teachers of English working in their own environment and suggests an ability to assign a role to
English which will not threaten the first language. Where the IELTS Test is concerned, it suggests an
understanding of the functions of the language which students need to be familiar with, for example,
dealing with ‘critical thinking’, as discussed below. Malaysian non-native speakers and teachers of
English are accustomed to using more than one language in their everyday lives and therefore are
more sharply focused on the linguistic requirements of the IELTS Test. They appreciate the structure
of the Test and what their students, living in a non-English-speaking environment, need to absorb, to
succeed in an English-speaking country.
As discussed above, the native/non-native speaker dichotomy appears less important in the Malaysian
context than defining the richness of the non-native speaker context. The starting point for
understanding English use in Malaysia is not that of the standard native speaker, it is rather different,
as Sandra Lee McKay points out:
English fits into bilingual users’ personal language hierarchies differently in different
countries and in particular speech communities within those countries. In many cases their
needs do not entail achieving native-like competence in English, yet most current SLA
research rests on this assumption. (McKay 2002, p 39)
The one teacher who asserted herself to be a native speaker of English also claimed to be monolingual
while teachers claiming other first languages were bi- or multi-lingual. Within their particular speech
community, and regardless of the number of languages they spoke, all the teachers were able to give
the skills necessary for the IELTS Test, a value which was perceived by the students to be essential to
their goals of studying and communicating internationally in English.

4.1.5 Teachers’ comments on teaching approaches

Three teachers commented that the commercially produced materials were culturally biased and that
much of the content had no relevance to their students or that the content was too heavily biased
towards the UK and Australian cultures with many lexical items not being understood by their
students. This would fit the comments made by some researchers that English language textbooks (and
the benchmark tests) are too narrowly prescribed to Western English ‘norms’ and that monolingual
native-speaker models for international users of English should be replaced by models which are based
on successful bilinguals with intercultural insights, (Alptekin 2002; Cook 1999; Pennycook 1994;
Taylor 2005; Matsuda 2002; Jenkins 2006).
All teachers but one claimed that their students were highly motivated to participate in the IELTS Test
practice classes. The one who did not claim high motivation in her students was from a school where
the test practice classes were on the curriculum. However, not all students were going to take the Test,
nor did they necessarily intend to study overseas and their motivation stemmed from the fact that
without a ‘pass’ or appropriate score, the students could not proceed to the next stage of their
educational or career goal. And, as another teacher said: ‘Apart from that they’re paying a lot of
money. Yeah.’
Through discussion of the individual test modules, Listening, Reading, Writing and Speaking, most of
the comments focused on the Writing tasks, both 1 and 2 for different reasons. It is believed that
Writing Task 1 causes concern because of the unaccustomed interpretation and description skills
required. Nonetheless, it is seen as a useful skill which can be carried over into other classes and other
subjects, and therefore has some washback value to students. Responses to questions about Writing
Task 2 provided interest because, although it was claimed that students in Malaysian classes (and this
includes those students from ‘other’ countries) are not normally accustomed to giving opinions, they
found this useful, and learning to analyse their ideas was seen as a valuable and creative skill. Writing
Task 2 was also seen as employing and practising useful skills, particularly those required for critical
thinking.
The teachers also believed that practice for the IELTS Speaking test involved and helped develop the
unaccustomed habit of thinking critically. In particular, Part 3 of the Speaking test required practice
because the skills of critical thinking and producing their own ideas were new for these students.
One teacher claimed that some of the topics in the Speaking test practice materials were unsuitable for
Malaysians to discuss (of course she was referring here strictly to the commercially produced
materials and not the actual test materials). Two teachers commented that for the Speaking test, the
foreign students had pronunciation difficulties (specifically mentioned were Chinese, Bangladeshi and
Korean students). One of these teachers suggested that the assessment of Speaking be modified to take
into account the difficulty some candidates might have with pronunciation.
The different accents on the audio-recordings for the Listening test caused many students difficulty,
specifically those students from other countries who were studying in Malaysia. While it was
generally accepted that listening to native speakers was necessary to gain proficiency, the different
accents and unknown lexical items caused difficulty and even distress. One teacher commented that
the need to spell correctly was an issue.
Questions relating to the Reading module raised the fewest comments and those were mainly that
many of the topics were not relevant to Asian students and were too ‘boring’ to maintain students’
interest. There was a general agreement that the skills required for the Reading subtest were the same
kinds of skills required for reading in other subjects students were studying.
It was generally agreed that the academic skills required for the IELTS Test were good preparation for
further study in universities in the Western English world (UK, Australia, USA, Canada and
New Zealand), that the IELTS Test provided the students with an international standard for higher

degree study. It was, however, admitted that some of these skills, critical thinking, debate, giving
opinions and so on, were new to most of the Malaysian students and therefore needed to be
specifically taught.
4.1.6 Cultural concerns
Regarding questions on cultural issues relating to Test practice tasks found in the commercially
prepared publications, the main comments involved the issues of learning styles. Comments again
concerned the differences between accustomed learning styles of rote learning as opposed to critical
thinking, the development of an argument and the individual student’s own ideas. This issue of
learning style stressed again that students have difficulty with Part 3 of the Speaking test and with
Writing Task 2. However, one teacher commented that a student had expressed ‘you make me a more
emotional person because we have to write reflections’ with respect to the understanding and practice
of critical thinking. It was also mentioned again that the content of some Test items was culturally
specific to the UK and Australia (again here the reference is to commercially produced materials not
the actual Test content). To quote another teacher, ‘All of the material is from English-speaking
countries and so there’s nothing familiar’.
There were very few clear or pertinent responses to the interview questions relating to curriculum
development and curriculum washback. As mentioned above, most of the teachers we interviewed did
not participate in curriculum development nor to a great extent in the preparation of materials. The
principal and oft claimed reason for this was ‘not enough time’.
Further comments about aspects of the taking of the Test may be summarised as follows:
! Students don’t like severe-looking Examiners nor those who stop them midway talking
because it makes them feel that they have been wrong.
! Candidates get agitated when the Examiner is a native speaker.
! We need practice books with more international flavour.
! Teachers need to be trained to be able to make assessments on Speaking and Writing.
! Teacher training would be useful.
! Put some Asian names into the Listening (street names too).
! More Asian flavour might help contextually.
! More Asian topics and current issues.
One teacher expressed concern that, with the increasing internationalisation of some schools in
Malaysia, students from other countries might be disadvantaged through lower scores on the IELTS
Test. She understood the issues that such ‘periphery teachers’ (Canagarajah 2002) as herself faced
with teaching students from a third linguistic and cultural context. As she said, commenting on the
pronunciation of a Korean student:
When…OK if the examiner cannot understand the poor Korean girl…the way she speaks…her
whole life she’ll not be able to go to an English-speaking country but I think that’s not fair.
Uh. She’s from Korea. They don’t expect to speak like an Englishman or an English woman.
I’m teaching language, English but I don’t speak it that well because I’ve been living here
most of the time. Right? The cultural influence…all this needs to be taken into consideration.
Right? And I don’t think allowance is made at all from the mark the Korean student gets.
(Teacher P)
There were some interesting perceptions from teachers about the assessment standards from different
test centres. Two teachers said they had changed (or were going to change) from sending their students
to the IDP Test Centre to sending them to the British Council Test Centre (in Kuala Lumpur) as the
perception was that the Examiners at the IDP Test Centre were too strict, or stricter, than those from
the British Council Test Centre.

And finally, one college administrator observed that students arriving to study English and IELTS Test
practice from other countries had largely variable test results from their own country and from test
taking in Malaysia.
…people will come and say I wanna go back to China and take the test…and not do it here
because it seems to be easier to pass and I’ve got students who got IELTS 7 from Pakistan and
they come here and they go in my level 3.
This administrator also suggested that more information about how assessment was conducted would
reduce the incidences of ‘variability’.
So, yes, I’ve been thinking you know. Human error does occur so one way to…so one way
to reduce it, to minimise it, is to make it a little bit more transparent, to tell us what you’re
looking for…
Further discussion on the effects of washback into aspects of curriculum development, materials
preparation and teaching is detailed in Section 4.3: Washback into learning and teaching.
4.1.7 Overall findings from classroom observations
Appendix 3 summarises the main features noted in the classroom observations. By way of introduction,
it should be noted that all classrooms were well-equipped with standard features such as appropriate
lighting, clean blackboards, OHPs, sufficient numbers of desks and chairs (arranged in rows) and air-
conditioning (with one exception, but this college was in a rural area, and had large windows on both
sides and ceiling fans). Other features in common were that all classes used English throughout, and
that students were quiet and co-operative, following teachers’ directions but rarely asking questions
(this could have been due to the presence of an observer and, in some cases, unwillingness to speak in
English). An exception was a class in college C, where the teacher encouraged students to talk in pairs,
and then to volunteer information to the class.
Institutions providing IELTS Test practice did not always make these courses a compulsory part of
their curriculum as they were also targeting students keen to develop their test-taking skills. Hence the
intensive courses, as the administrator in college C asserted, were focused directly on test-taking
practice, while the long-term program at this college was able to take a broader approach, which meant
including, in particular, discussions of cultural issues.
4.2 Overview of findings from student questionnaires
We received a return of 92 questionnaires completed by students who were attending IELTS Test
preparation classes at the same time as the classroom observations and interviews took place. All
student responses are tabulated in Appendix 4.
The content of the student questionnaire (See Appendix 2) can be divided into the following themes:
! Questions 1–4 were related to the sociolinguistic background of the students
! Questions 5–8 described the impact of the IELTS Test on life in Malaysia or elsewhere
! Questions 9–20 gave information of the impact of the IELTS Test on English language
learning and general learner washback
! Questions 21–26 were related to students’ sociocultural background.
Thus, most of the questions we asked dealt with the core related concepts of washback and impact,
essential to our stated aim of analysing the ‘cultural and linguistic value of the IELTS Test’. For these
purposes, the ‘cultural’ value of the IELTS Test approximates the ‘impact’ of the Test on the students’
lives as perceived in Malaysia, while the ‘linguistic’ value is related to ‘washback’.

4.2.1 Questions 5–8: Impact of the IELTS Test on life in Malaysia or elsewhere
Student perceptions of the Test reveal a particular mindset that many of them have no doubt been
encouraged to adopt. This mindset is best illustrated by their responses using such words as ‘global’
and ‘international’, and utterances such as, ‘…English is pretty handy when it comes to
communication with foreigners considering it is an international language and all’. There is also an
awareness of the more precise need for English as a specific tool, for example, ‘English widened my
opportunity to go further in majoring in geology as most of the research will be done outside
Malaysia’.
Student responses in questionnaires indicate that IELTS Test preparation courses for some institutions
were electives chosen to suit the student’s own requirements. On the other hand, students taking stand-
alone evening or Saturday classes offered to part-time students, were often full-time students
elsewhere, but seeking extra IELTS Test practice. Other students were simultaneously studying for
other qualifications, such as SAMat (South Australian Matriculation) which provided an alternative
pathway through IELTS and on to further study.
Many students were able to articulate responses to our questions which showed that they regarded
IELTS as having a role in honing their English skills to the level required, not just for succeeding in
the Test, but also for achieving an overall desirable level of fluency. English is also seen as the way to
knowledge and the IELTS Test is believed to play a strong role. Within the students’ world, learning
English is seen as essential. Their observations illustrate the ‘fresh impetus in post-colonial
communities’ mentioned by Canagarajah (1999, p 77), in which he sees these communities
appropriating English for their own use, rather than submitting to colonial dictates. As the many
responses to our Question 6 (Why are you studying English?) indicate, the students see English as a
gateway to opportunities.
Question 6: Why are you studying English?
Response 1: English nowadays is very essential especially in education and work field. Moreover
it is the most widely used language in the world. Other reason: further study in
overseas.
Response 2: English is the media of communication in tertiary studies. This language will be the
portal to the seas of knowledge.
Response 3: Because it’s essential to be fluent in English if I were to further my studies overseas in
Australia or NZ.
Response 4: English is the international language that is used to link the world together. Besides
that English is also the language of knowledge.
Response 5: Because other languages than Malay language fascinate me.
Response 6: To gain more knowledge and be more global as English is the worldwide language.
Response 7: Because it enables me to communicate with various kind of people as English is an
international language.
Response 8: For communication, better understanding ensuring a better social status.
Response 9: It’s my interest and English language is very useful in global field.
Response 10: Because it’s a worldwide language.

These samples reveal a perception of English as a means to an end, with the exception of Response
number 5, the only one showing an interest in English as a language and for that reason alone, worth
studying. Motivation to learn the language is strong, and the students have absorbed what their
teachers have told them.
What then is the role of English?
I see its role as international communication. We need English to communicate with the world
beyond the shores of Malaysia, so that we can be competitive in a global market.
(Gaudart in Vethnami, ed, 2003, p 4)
This is the opinion of Dr Hyacinth Gaudart, a respected English language educator in Malaysia.
4.2.2 Questions 9–20: Impact (washback) on English learning
The findings from this set of questions on the student questionnaire is detailed in Section 4.3, along
with the discussion of findings from effects of washback from interviews with teachers.
4.2.3 Questions 21–26 and further comments
The following table represents a summary of the findings from Questions 21–26 of the student
questionnaire. The question wording is given in the left hand column. For Questions 21–25, the total
number of negative responses to the question is given in the middle column and the total number of
positive responses is given in the right hand column. In the next table, for Question 26, the breakdown
of items is represented in the middle column and the number of positive responses is given in the right
hand column. Finally, the opportunity to provide comments or suggestions was given at the end of the
questionnaire. In the final row of the table below, the number of students who either responded or who
failed to respond is given. The discussion on the findings of all questions is given below.
Total number of Total number of

Questions 21–25
negative responses positive responses
Question 21
67 22
Have you ever holidayed in an English-speaking country?
Question 22
86 2
Have you ever worked in an English-speaking country?
Question 23
80 10
Have you ever studied in an English-speaking country?
Question 24
78 14
Have you ever lived in an English-speaking country?
Question 25
Do you feel that you learn about life in English-speaking 24 66
countries in this IELTS Test practice course?
Table 2: Summary of responses to questions 21–26 on student questionnaire

Part 1 Questions 21–25

Question 26 Item Number of responses given

What other sources do you use to Speaking with native-speaking 45
learn and practice English? Tick as friends/people
many boxes as applicable. Speaking with non-native speaking 52
friends/people
Sending and receiving emails 69
Using the internet 81
Newspapers 73
Magazines 69
Books 73
Television 69
Movies 82
Radio 70
Music 75
Comments or suggestions No responses given Number of responses given
If you would like to make further

comments or any suggestions
about learning English or IELTS 45 50
Test practice, please do so, on the
lines below.
Table 2: Summary of responses to questions 21–26 on student questionnaire

Part 2 Question 26 and number of responses to request for comments
4.2.4 Discussion
The responses to the first four questions, numbers 21–24, give information on the opportunities
students had to visit and engage in the use of English in an English-speaking country. While a
significant number (22) had holidayed in an English-speaking country (including Singapore and
Switzerland), most of these opportunities had been brief. Only two respondents had worked in an
English-speaking country (one of which was Singapore) and 10 and 14 respectively had studied/lived
(some of these responses overlapped) in an English-speaking country (one of which was Malaysia).
Overall, the opportunities available to these students to use English in an English-speaking country
and to gain corresponding cultural experiences were limited and therefore most of the English learning
would have taken place within Malaysia, either in the classroom or by other means (see the responses
to Question 26, below).
The responses to Question 25 indicate that most students perceived that their IELTS Test practice
classroom, through the materials used and from the experience of the teachers, gave them positive
opportunities to understand cultural aspects of life in English-speaking countries.
In addition, the high number of positive responses to the use of individual items in Question 26
indicates that most students were taking advantage of other means of gaining knowledge of English
and associated cultural awareness, through their own initiatives.

Finally, all students responding to the questionnaire had an opportunity to write comments and/or
suggestions. It was pleasing to note that a high proportion of respondents had taken the extra time to
do this and that the responses indicated a level of English high enough to express ideas and opinions.
Some responses were direct in offering suggestions such as ‘give more reading time in the test’,
‘include interactive learning’, ‘I would prefer if there is less format in the exam and based more on
creative writing’, and simply ‘Make it something easier please’. Others articulated thoughts such as:
! ‘The IELTS test is very useful. Apart from the exam it also help me in daily life.’
! ‘IELTS should be taught in secondary schools…’
! ‘I wish the test can be practice in all universities and colleges in Malaysia.’
! ‘IELTS should be learn by other courses too beside language and communication in skills.
It really works.’
The responses and comments discussed above lead us to conclude that from the students’ perspective,
the IELTS Test practice class is a positive opportunity to gain language skills, general knowledge and
cultural awareness. Most students view the IELTS Test practice classes as not only an opportunity to
learn a skill but to gain knowledge and awareness of other cultures.
4.3 Washback into learning and teaching
Washback, the influence of testing on teaching and learning (Alderson and Wall 1993), can be
distinguished, according to Wall, from the impact ‘…any of the effects that a test may have on
individuals, policies, or practices within the classroom, the school, the educational system or society as
a whole’ (cited in Cheng, Watanabe and Curtis 2004, p 4). Washback from testing is now
acknowledged to be an important concept in understanding the effect of tests on both teaching and
learning (Cheng and Curtis 2004). According to Lynda Taylor (2004):
Tests and test results have a significant impact on the career or life chances of individual test
takers (eg access to educational/employment opportunities). They also impact on educational
systems, and on society more widely.
Although washback is described in the literature as having both positive and negative effects (Cheng
and Curtis 2004) we have confined our discussion, for the purposes of this research, to the positive
influences of washback. (For a more complete discussion of washback, see Cheng and Curtis 2004.)
In fact, the Malaysian students who responded to our questionnaire seemed to be more aware of the
washback effect on their learning than their teachers did on their classroom practice, although neither
group was familiar with the expression. Students were asked to comment on the overall benefits of
IELTS Test preparation for their language skills and were mostly positive. To investigate their
understanding, we chose a two-part question, with the second part open-ended – Question 10: Do you
think doing IELTS practice helps you with your language skills overall? If yes, how?
Students responded by referring to the features of IELTS Test practice which they believed were
helping them. They talked about their language skills in a way that showed how they had reflected on
their development. Some of the following examples show the perception of a positive washback effect
which goes beyond the requirements of the test itself:
Student: Yes. It improves my vocabulary grammar and other important aspects in the English
language.
Student: Yes. It polishes my vocabulary and it has definitely contributed tremendously to my
academic writing skills.
Student: Yes. It develops my communication skills so that I can interact better with others.
It also improves my writing skills.

The understanding of the role of washback is therefore doubly important to an analysis of how the
Test impacts on the Malaysian teaching and learning context. Our questions to the teachers on this
topic did not always elicit a clear response but we found that the student responses to our
questionnaires provided clear evidence of washback in action and these responses were therefore
crucial to our stated aim of analysing the ‘cultural and linguistic value of IELTS’. So, if we take
washback to include the impact of the Test on students’ language development, we find that most
students were able to comment with clarity on the advantages to them of test preparation courses.
As already mentioned, teachers did not seem to have reflected on the concept of washback but some
were able to discuss the relationship of IELTS practice classes to other parts of the curriculum. One
administrator had developed assessment criteria based on the band descriptors in the Handbook and
another claimed that a test she was concurrently preparing students for, SSABSA (Secondary Schools
Assessment Board of South Australia) ESL, was becoming ‘more like IELTS’. She described the
SSABSA exam as incorporating a visual ‘like the IELTS one’ which she said was good for allaying
student fears because the similarities could be pointed out. Furthermore, she informed us that ‘the
essay question for SSABSA had become more argumentative in nature’ and implied that this was the
result of the IELTS Test, although similar to ‘the old IELTS, when they had modules A, B and C’.
These observations show that teachers are definitely making connections between IELTS Test practice
and other aspects of their English language curricula. Another teacher commented that the skills she
taught in other classes were useful:
Interviewer C: Do you think that the work that you do with the IELTS tests the kinds of skills that
you have to pass on to the students in the IELTS Test? This kind of teaching? Is it
useful for your other English teaching?
Teacher P: No it’s the other way round. What I do in general paper is very useful in IELTS.
In the general paper we, er, teach them the writing technique and um general paper
research and it’s an essay, information. In fact I share the things I have in general
paper with IELTS Test too.
Expressing similar attitudes to teachers about differences between Malaysian and Western education
(as typified by IELTS), students reveal that they understand, perhaps from teacher prompting, that
they are required to develop different skills for academic study in English.
Student response to Question 13d: Do you think writing practice for IELTS is different from writing
for other subjects?
‘IELTS provides me chances to speak my mind unlike secondary school where our syllabus in
studying English are focused on textbooks.’
Student response to Question 12: Which module is most useful to you?
‘Writing presently, I’m more used to the local education system...IELTS writing helps me
with the transition to academic writing.’
Both these student responses show an appreciation of how IELTS Test practice classes demand a
thoughtful, critical involvement in responding to writing prompts. They thus illustrate the impact of
IELTS in training students for the particular academic writing skills it is widely believed are necessary
in Western universities. In addition, if these responses are compared with those which the teachers
gave during the interviews, learning critical thinking skills becomes a strong focus to which all
stakeholders attach importance.

Interviewer C: Is this something that your students would be used to doing in other subjects
or…this…something…also is this critical thinking…is something that IELTS requires
but they’re not used to?
Teacher D: Er, I agree with what you said…which is er, they’re not used to critical thinking.
That’s not part of our culture er, it’s not part of our learning culture er…
Student responses to Question 13a: Do you think writing practice for IELTS is different from writing
practice for other tests of English?
‘Yes. IELTS Test for writing ask argument type of essays. Contrasting to other test of English
we must include our own opinion analysis and recommendation and so on.’
‘Yes. It ask for different skills and it require more critical thinking.’
‘Yes. IELTS writing practice focuses on organisation.’
Student response to Question 13d: Do you think writing practice for IELTS is different from writing
for other subjects?
‘Yes. English is more flexible and IELTS allows me to write my thoughts.’
This approach to learning is contrasted by both teachers and students with rote learning practices
which they state unequivocally must be ‘unlearned’.
Student response to Question 16d: Do you think reading practice for IELTS is different from reading
for other subjects?
‘Yes other subjects tends (sic) to lean toward memorising. IELTS needs understanding and
interpretation.’
This student echoes the observation of the teacher below with respect to rote learning, but the teacher
goes on to mention the similarity between teaching for IELTS and other academic preparation courses,
indicating that the skills highlighted in IELTS practice are highly relevant for studying in English
generally:
Yes. It’s not only in IELTS where we try to, er, make them unlearn some rote learning see, it’s
also in the other papers that I teach. Um we do and then we have, er, have to do an
investigation for performance and they have to write their own report, interview people and
then we have um creative writing…use creative writing…look at a picture and write as
creative as possible based on that given. So nothing like what they’ve done in school. All this
apart from IELTS trains them, you know, to write their own opinion…to write topic things.
Very different for them… (Teacher L)
The word ‘creative’ is used by teachers and students to indicate, it would seem, a departure from the
‘rote-learning’ skills recognised as typical of prior education experiences.
Student response to Question 13b: Do you think writing practice for IELTS is different from writing in
your first language?
‘Yes. IELTS tend to promote creative thinking about the topics read.’
Another teacher illuminates this approach to learning further:
They can’t produce their own opinion. It’s very difficult for them to say what they would like
to say as if people would punish them. (Teacher M)

This suggests that it is unacceptable to state one’s own opinion in the local education system and
emphasises the gulf between learning styles:
Teacher M: The IELTS is very good, because I know my students they don’t read textbook at all
here, they don’t read textbooks, they don’t read, that’s it. What they do is they
memorise, like the Chinese, it’s the culture of the Chinese, they are very good at rote-
learning, OK? So they can memorise lectures, the whole lectures they could memorise,
so they’re not going to read textbooks.
Interviewer A: Is there a difference between the Chinese approach to learning and the Malay
approach to learning?
Teacher M: Yeah, very different. The Malays here, because they are in Chinese community they
pick up the skills.
(The ‘Chinese approach’ mentioned here refers to Chinese in Malaysia and Chinese from mainland
China since both groups attend the college.)
This teacher, of Malay background, did not clarify a ‘Malay approach’ and it seemed better not to
insist on further cultural stereotyping at this stage since she had already mentioned that Malaysian
students ‘can’t produce their own opinion’ because:
It’s just that the system of education in Malaysia…we, especially the system we have now, we
have been asked not to question so the students…they won’t be able to question anyone or to
say their opinion. (Teacher M)
In this comment the use of the inclusive ‘we’ shows that this Malay teacher is thinking of the
education system in Malaysia for students from all linguistic backgrounds, whereas when she talks of
the learning styles of Chinese students she acknowledges a difference to when she talks of the ‘Malay’
students.
Student response to Question 16d: Do you think reading practice for IELTS is different from reading
for other subjects?
‘Yes, other subjects such as chemistry etc have points slapped directly in your face. As for
IELTS, not all of the points are direct. Therefore a little critical thinking is of great need.’
Student responses to Question 13b: Do you think writing practice for IELTS is different from writing
in other English classes?
‘Yes, we need to analysis the stimulus given for part 1; for part 2 we need to give sensible
opinions and show the wide range of general knowledge that we have.’
‘Yes, In IELTS I have to be more specific (when describing the trends in task 1) and thinking
critically based on issues given.’ (Task 2)
Student response to Question 12: Which module is most useful to you? Why?
‘Reading. Various skills are needed, texts…it test my critical thinking to the limit.’
There is a kind of lexical string running through these comments and threading them together,
emphasising what students perceive to be the main features of IELTS. Adjectives such as ‘critical’,
‘creative’ and ‘flexible’ indicate an awareness of the need to do more than simply accept given facts;
that it is necessary to develop a different set of skills which have hitherto not been required. Students
perceive a requirement to ‘analyse’ and ‘give opinions’, to ‘interpret’ and ‘understand’. Some make
comparisons with their first language and although they are writing these ideas in English, their second
or third language, they are quite successful at articulating what they feel to be the essential differences

in the way they approach IELTS compared to the way they approach other subjects or languages.
Although comments are not always totally clear, they show an awareness of the need for more than
surface language skills; there is a perception that the way of dealing with information is different for
IELTS. Moreover, the questions themselves which we posed are open-ended, requiring students to
think through a response and to give an opinion, a difficult task but one which they managed, on the
whole, well and one which enabled us to get closer to how they feel about using English to prepare for
the IELTS Test.
It would appear that the most beneficial washback effect of IELTS Test practice is to help the students
develop appropriate critical thinking skills for future study in English. Comments from both teachers
and students repeatedly emphasise that IELTS Test preparation requires an ability to think analytically
and reflect on the deeper meaning of reading texts rather than rely on memorising skills. We observed
students being directed to present arguments in class as they grappled with this new learning approach.
4.3.1 Cultural practices
While the students focused on different learning styles, the teachers were able to comment more on the
cultural content. Understanding specific cultural allusions did not seem to be a problem recognised by
the students, who did not complain of a lack of Asian content, perhaps because they did not see any
cultural threat, only the excitement of being able to go to a new country. Teachers, on the other hand,
whose experience had awakened in them the need to protect their own culture, were more ready to
suggest the appropriacy of adding Asian content. (These contrasting attitudes between teachers and
students need further research than has been possible in this paper: it is so far merely a suggestion
arising from the data.)
The following exchanges give an example of this.
Interviewer C: In other words if I was to write a book specifically for the Asian content the
Malaysian that would be…that would be very good?
Teacher H: Yes very good. Very good. Because it would be familiar to the students.
Interviewer C: Um. When you come to something in the book, in the commercially produced book
that perhaps is not understood in the Malaysian context, do you feel confident
explaining it? Something that’s culturally Western, for example. Do you feel
confident explaining it to your students?
Teacher H: Depends what you know. So far I’m confident explaining because before I teach it,
teach the unit, I research it. If I’m not sure about something I make sure that, you
know, I have all the information regarding it. But I’m confident explaining things to
them if I have information.
Teacher L: …the questions…are the content is usually one UK or Australian based content…
Interviewer C: I see. Can you just give me an example?
Teacher L: OK. There’s a task 1 but the most important is ‘the tube’.
Interviewer C: They know what a ‘tube’ is.
Teacher L: They don’t understand it, no.

Teacher MM: … because we have here Jalan, something Jalan something, there are times we have to,
we have a little problem there, yes with the names of streets.
Teacher MM: I think the cultural aspects but it would really help our students if there is a mix of
Asian … all the Asian flavour.
These comments suggest a way of using the language which would set it within an Asian context so
that students would be using an unfamiliar language within a familiar context by building a bridge
from the familiar to the unfamiliar but as Canagarajah (2002) observed:
In a context where cultures and codes are in flux, the project in language teaching is not to
make students move from a ‘native’ language to a target language, or host culture to
receiving culture. Rather, the need is to shuttle between cultures and communities.
(Canagarajah 2002, p 146)
Thus the use of familiar terms at the beginning of the program could serve to introduce this dynamic
movement between cultures, and students would learn through a process of gradual exposure as the
support of the familiar is gradually removed.
A related point was also made by one of the teachers that students should only be tested on what they
know:
Interviewer A: Do you think they ought to have a wider range of reading?
Teacher J: I think that’d be useful especially, um, because sometimes you know, in testing they
say you shouldn’t test students on what they don’t know. You should test them on
something they’ve been exposed to before.
This comment was made in conjunction with an observation that much of the reading content appeared
to be Australian and, once again, a more familiar context might be appropriate at this stage. Also the
idea that many English speakers actually operate mainly within other cultures is a reality.
Since roughly only one out of every four users of English in the world is a native speaker of
the language (Crystal 2003), most ELF interactions take place among ‘non-native’ speakers
of English. (Seidlhofer 2004, p 10)
Other comments indicate cultural attitudes to the content of the reading passages. Teacher P, for
example, was very direct in condemning passages about art or music and claimed that it would be
more relevant to include topics on world issues. In fact, texts on Western art or music could be seen as
self-indulgence on the part of the textbook author as it would be extremely rare for young Asian test
candidates, who may never have visited an English-speaking country, to be familiar with these topics.
One has only to look at percentages of foreign students in university courses to see that such
humanities subjects do not attract high numbers. On the other hand, current affairs topics are easier to
relate to and write about.
Interviewer C: Current issues?
Teacher P: Yeah like topics like poverty er, and the world situation er, say I think will be more
useful and a lot easier for them to understand.
Interviewer C: Mm. Right. More general for everybody.
Teacher P: More general for everybody rather than talking about art pieces or music pieces.
Interviewer C: Mm.

Teacher P: Or talking about the dolphins in Australia. A lot of passages I see that they refer to
Australia, the oceans of Australia and this and that.
Interviewer C: Because many students go there to study.
One argument favouring cultural content in the IELTS Test has been that students need to know about
the target culture. However, it is debatable whether test conditions are ideal for imparting this kind of
information:
Because sometimes when you are put in that situation then you can learn from there you see.
You don’t really need to say that you have to be prepared for that because you’re going there.
(Teacher G)
Some teachers mentioned that the IELTS Test preparation class was just one area where they adopted
teaching approaches which differed from those which Malaysian students were used to:
Interviewer C: Is there a difference between the way students approach study generally in Malaysia
um the kind of skills they need for the IELTS Test?
Teacher H: Um there’s a big difference because in the schools they learn different things the way
the teachers teach er, is not so…make them indicate the er, you know, students,
they’re not really capable of independent study, self-directed learning…
Interviewer C: For example, let’s think about Task 2 Writing…

Teacher MM: Yes.
Interviewer C: Is that skill useful and required in other areas of their study? For academic writing and
reading tasks?
Teacher MM: Yes I think. Yes. Say in Sociology, in the area of critical thinking paper they do use
these skills. They need them yeah. Yeah, to analyse the topic, to be able to rationalise
and be able to talk, to translate, yeah.
Teacher P: Er, no. I, I think listening they er, would have done very little during their school days
in school. In Malaysia schools they do very little listening in Malaysian schools.
Having taught in the Malaysian system, these teachers are well situated to be able to comment on the
relationship of IELTS Test practice to other subjects.
Regarding Writing Task 2, there were many opinions about the difficulties for students in Malaysia:
Teacher H: …see that because in secondary school they…it appears the students are trained to
memorise things but here they’re trained to use the application of skills. But they do
pick it up. [This belief is validated by student comments below.]
Teacher M: They’ve got this problem in the last, in the Writing section. They can’t produce their
own opinion. It’s very difficult for them to say what they would like to say as if
someone would punish them. And then the last part, the Speaking part, section 3, very
difficult, oh dear. I think it’s very hard, it’s culture, actually.
Interviewer A: So do you think the test ought to take this difference into account?
Teacher M: No, no. I don’t agree, because if they would like to sit…if they would like to go
abroad they’re not going to apply what they have learnt in their country.

This teacher, who had herself studied in the USA, demonstrates a very pragmatic approach to
understanding what skills students must develop for overseas study. Coming from the same
educational background as most of her students, she finds it easy to recognise the different educational
philosophies.
A similar view is then voiced by another teacher, with a different linguistic and cultural background,
who nevertheless had obtained her qualifications in Malaysia.
Teacher G: Sometimes or many times students are not used to voicing their opinion about any
issue. So you need to give them practice there, you know to get them used to that sort
of a requirement, because even in a class if you ask them what do you think about
something they just don’t say anything.
Interviewer A: Do you have any techniques you’ve developed for eliciting their points of view?
Teacher G: Techniques? I’ve tried to give them like um, topics. We start off with topics of course
which are closer to them, which they’re familiar with. Maybe the dress code here or
something like that, you know and then they’re able to say something and then we
progress to trying to give them an idea, just like this familiar topic, you know all
topics have got two sides…
This exchange reveals that the teacher has a very clear understanding of what test strategies her
students lack. Her mention of ‘dress code’ as a familiar topic is strong evidence of her insider
understanding of the culture she shares with the students. A teacher from elsewhere would take time to
build up this store of knowledge – and with this degree of expertise already in the country, it could be
argued that training outsiders is a costly and unnecessary exercise. Furthermore, unlike monolingual
teachers, these teachers are speaking from experience of the same culture and education as their
students, and this shared knowledge gives them authority. Hence when they say ‘in Malaysia, we…’
or ‘…like the dress code here’, they are immediately part of the local environment, whereas the
foreign interviewer is an outsider. As Canagarajah (2002) has observed, speaking of ‘postmethodism’:
…periphery teachers are liberated from centre expertise to become more sensitive to their
local classroom and sociocultural context. This also makes periphery teachers truly creative
in integrating experience, imagination and knowledge to devise learning strategies with/for
students. (Canagarajah 2002, p 149)
With regard to teaching IELTS Test practice, it can be argued that Malaysian teachers, who would be
defined as periphery teachers according to Canagarajah (2002), have already attained this level of
expertise. This authority, it is suggested, explains why the students, in their questionnaires, are also
able to express an understanding of the cultural differences in the IELTS Writing. A multi-layered, or
triangulated, approach can be used to show that both teachers and students in Malaysia are aware of
the cultural demands of IELTS and how these differ from their own educational practices. The fact
that student awareness of these cultural differences approximates that of teachers is possible testimony
to the local teachers’ ideal position as experts in two cultures qualifying them to convey this awareness.
The following is one student response to Question 9: Do you enjoy IELTS practice classes?
‘IELTS provides me chances to speak my mind unlike secondary school where our syllabus in
studying english (sic) are focused on textbooks.’
Expressing similar attitudes to teachers about differences between Malaysian and Western education,
students reveal that they understand, from their teachers, that they are required to develop different
skills for academic study in English.

5 CONCLUSION
The stated aim of this research was to:
1) describe the sociolinguistic background of the teachers in the IELTS Test practice classroom in a
selection of Malaysian English language centres
2) explore how the teachers employed the different a) linguistic and b) cultural practices available to
them when preparing their students to take the IELTS Test and how these practices may affect
other aspects of their classroom practice
3) find a working definition of both native and non-native English-speaking teacher specifically in
the Malaysian context. The needs of teachers working in Malaysia could then be identified and
strategies for fulfilling these needs could consequently be suggested.
Changes to the original brief became necessary as the research progressed and these have been noted
in the report. (See section 3.) Constraints of time and place resulted in major changes to the proposed
classroom observations and follow-up discussions with teachers. Regarding the former, access to the
institutions was limited not only because of teaching schedules but also because of the time and
expense required to travel to the actual locations. However, a range of teaching styles in a variety of
locations provided valuable information (Appendix 3) confirming the professionalism of the
institutions involved, and their shared commitment with IELTS Test stakeholders around the world.
Moreover, the transcribed interviews with teachers provided in-depth evidence of teachers’ interest in,
and knowledge of, the IELTS Test.
5.1 English language background of teachers of IELTS Test practice classes
With respect to the discussion on the terms native/non-native English-speaking teacher versus
bilingual and monolingual English-speaking teacher, such distinctions have wider implications than a
mere description of native and non-native might express. This may also bring into question the
expression ‘periphery’ (Canagarajah 1999, 2002) bearing in mind that there has been very little
investigation into what effect the diverse backgrounds of ‘periphery’ teachers have on their teaching
methodology (Canagarajah 1999, 2002; Holliday 2005). What all the teachers we interviewed claimed
was confidence in being able to familiarise their students with the varied linguistic and cultural
environments and demands of the IELTS Test, in particular the areas of critical thinking, and
expressing opinions. They also all claimed the confidence to make appropriate assessments on their
students’ progress through the Band Scores as described in the IELTS Handbook.
5.2 Washback
During the interviews with teachers, it became clear that the teachers did not have the metalanguage of
washback and were not accustomed to articulating the effects of the IELTS Test practice materials and
pedagogy in other areas of their teaching. In addition, it should be noted that the conditions under
which most of the teacher respondents were working did not allow them the opportunity to undertake
professional development, nor to prepare their own materials or involve themselves in areas which
would take advantage of any positive washback effects. However, some teachers did say that they had
been able to use the Bandscore Descriptors given in the IELTS Handbook which had provided useful
scaffolding on which to develop assessment criteria for other courses.
Student comments on the washback into their linguistic and cultural learning processes were
extremely positive. Although we did not pose any direct questions to students about washback, their
responses to other questions revealed that their IELTS Test practice classes gave them a great deal of
confidence in using English as a tool for knowledge and for being able to think critically and to
express their opinions in both writing and speaking. Regardless of whether or not the teachers are
native or non-native speaking, the washback effect as perceived by the majority of students, is that the

IELTS Test practice classes gave them English language skills, general knowledge and world cultural
awareness to an extent that some students commented that these classes should be offered in
secondary schools and all tertiary institutions.
Indeed, since this research makes an initial foray into the area of what effect the diverse backgrounds
of ‘periphery’ teachers have on their teaching methodology from the particular angle of the IELTS
Test, one hypothesis emerging seems to be that to be successful in this field, teachers do not
necessarily need Western-based TESOL training. What they do need, however, are answers to their
questions, not ours! The teachers we interviewed had comments and questions but we had our own
pre-conceived ideas of what we wanted to find out and we did not always explore their comments in
sufficient depth. Most of the teachers we interviewed were eager to know how the IELTS Test
administration could provide information to help them better prepare their students for the Test. They
were not aware of the information they could get from the IELTS Test website which has been further
enhanced since these interviews were carried out.
The main question which arises concerns the skills of these teachers to prepare students for the Test.
The monolingual Western TESOL perspective has assumed (until recently, eg Carrier 2003) that a
certain training program is required for all English language teachers. Hence among the
recommendations emerging from these observations for IELTS are that there should be more
interaction between teachers of practice classes and test administrators. This is an area where the
development of practice materials for local experience and environment may well be appropriate.
While the teachers are culturally and linguistically aware, their need is to become more test aware.
6 RECOMMENDATIONS
The current situation of the IELTS Test administration involves a top-down approach where the test
specifications are handed down by the administrators, with little opportunity for local
discussion/interaction. Teachers with a certain amount of experience are given practice classes but
with no resources beyond the official handbook (a very slim volume) and commercial materials.
Because most of these teachers in Malaysia are bilingual and, in some cases, have studied overseas,
they understand the cultural underpinnings of the IELTS Test (as we have observed through their
comments re critical thinking) and are well able to see the differences between the educational
background of the students (also their social background) and that of the target English-language
environment. Nevertheless, they feel that any acknowledgement of their culture is excluded from the
Test content. Since IELTS is an international test, a certain level of cultural neutrality is necessary, but
for teachers and students who are teaching/learning in diverse linguistic and cultural environments to
feel comfortable, it is desirable to incorporate into practice materials some degree of orientation to the
skills developed in the Test, and some justification for their inclusion. Teachers need to be encouraged
to develop their own transition process from the local to the international.
To facilitate this, local IELTS Test administrators could regularly advise local teachers of changes to
the IELTS Test website specifically where the website includes useful information on assessment.
In addition, the IELTS Test website could be expanded to offer advice to teachers in varied locations
and there should be opportunities for question and answer sessions. Training sessions and information
packs should be provided to all institutions running IELTS Test practice courses. These sessions
should encourage teachers to reflect more on how to use their own overseas experience for the benefit
of their students and to feel more confident about the expertise they have acquired as bilingual
students – to the extent of drawing obvious contrasts between their culture and the target one.

Finally, learners of English may use the IELTS Test materials and indeed take a test even though they
may have no intention to pursue further study in an English-speaking country nor to migrate.
The IELTS Test is becoming a vehicle for general English language learning. To reflect this, the Test
writers and Test practice writers could endeavour to include themes and topics which reflect the many
different cultures and situations where learners live.
6.1 Summary of recommendations
6.1.1 Course/test preparation books
It would be helpful if commercially produced publications were to include a greater variety of texts
and themes which represent more widely the entire English-speaking world. This would provide the
scaffolding to help students everywhere to move from local to international contexts.
6.1.2 Teacher training
Teachers have expressed a need for more information about what is required for Writing and Reading
tasks at different band levels. Examples of Writing scripts and Speaking responses could be
commented on, and analysed in greater detail, so that teachers can be guided in this important area of
test preparation. This may also alleviate the problem of teachers suggesting inappropriate Bandscores
to their students and thereby causing disappointment.
Some of the classes comprised learners from other countries and language and cultural backgrounds
unfamiliar to the teacher. In this situation, the students could be seen as passing from a first to a
second language but within a third linguistic and cultural context. This may require specific training
for teachers which has not yet been addressed.
6.1.3 Interactive website
An interactive website would be useful where teachers could be offered the opportunity to post
comments and questions through discussion pages on the IELTS Test website. This would allow them
to develop awareness of test and test score issues.
6.2 Recommendations for further research
Although this research has examined the positive effects of washback on teachers and learners in the
IELTS Test preparation classroom, further studies could usefully examine both positive and negative
washback effects and in greater detail. It would also be useful to undertake a more complex and
detailed case study of one classroom in an institution where test practice is given by non-native
speaking or periphery teachers in a setting where English is not the first language. Such a case study,
carried out in a classroom where both local and international students are the learners may reveal yet
another, growing aspect of the English language classroom and the influence of the IELTS Test
worldwide.
The relevance of IELTS for study in English, but in a country where English is not the first language,
also merits further consideration, particularly with regard to the Speaking and Listening modules.
Malaysia is one example of a country where English is not the official language, but where students
come to study in English, and although both students and teachers in this situation continue to rate the
IELTS Test positively, it is important for test administrators and designers to keep this dimension in
mind. Thus the danger, expressed by Shohamy (2004), of violating democratic principles, can be
avoided, because there is constant monitoring of the changing IELTS landscape.
This research also revealed that IELTS Test practice classes are being offered to students who have
neither study abroad intentions, nor migration/travel intentions, and that it is being included as part of
the English language curriculum. It would be interesting to explore how extensive this practice is, and
its perceived value in increasing general knowledge and awareness of other cultures, not only in
Malaysia but also in other countries.

ACKNOWLEDGEMENTS
We would like to thank the British Council, IELTS Australia, and University of Cambridge ESOL
Examinations for granting us the opportunity to carry out this research.
We are grateful to all the institutions in Malaysia and Australia who gave us permission to interview
teachers and to administer questionnaires to students.
We would particularly like to thank all the students who participated and responded so articulately to
the questionnaires and the IELTS Test practice class teachers who gave their valuable time to be
interviewed.

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APPENDIX 1: TEACHER INTERVIEW PROMPTS: OPEN-ENDED QUESTIONS

1 What is your first language? Which language do you mainly speak at home? At work? In the IELTS
Test practice classroom?
2 What is your English language background (education and experience living/working/holidaying in an
English-speaking country)?
3 How confident do you feel with your English language – Speaking? Writing? Listening? Reading?
4 What is your TESOL training background? How long have you been teaching English? Do you ever
have to/choose to do in service training?
5 What is your IELTS Test background? Are you a trained and certified assessor?
6 Have you ever taken an IELTS Test? Which module?
7 How long have you been teaching IELTS Test practice classes?
8 What kind of materials do you use in the IELTS Test practice classes? (commercial/self-produced?)
9 If you use self-produced materials, do you prepare these by yourself or with a group of teachers?
10 If you produce your own IELTS Test practice materials, do you model them on commercial products or
do you model them on other types of English language course materials?
11 How familiar are you with the types of academic tasks which appear in commercial IELTS Test
practice materials, such as describing a graphic?
12 Do you feel that the commercially produced materials are appropriate for Malaysian students?
Why?/Why not?
13 How confident do you feel in explaining the cultural aspects of the IELTS Test to your students?
14 How confident do you feel assessing your students’ writing and speaking skills?
15 Are you involved in producing the curriculum for this IELTS Test practice course? If yes, can you
explain how the curriculum is prepared?
16 Do you feel that your students are motivated to succeed at the IELTS Test?
17 Do you feel that your students are motivated to develop better general English language skills?
18 Do you feel there are demands made on students by the IELTS test which their cultural background
does not equip them for? Which module/s in particular? What are the demands?
19 Do you feel that teaching IELTS Test preparation has a positive washback effect on your teaching?
In what ways?
20 Do you feel that preparing materials for IELTS Test preparation classes has a positive washback effect
on your preparation for materials for other English language classes? In what ways?

APPENDIX 2: TEXT OF STUDENT QUESTIONNAIRE

Please answer the questions as completely as possible. Thank you very much for your assistance in carrying out
this research.
1. What language(s) do you speak at home?
2. What language(s) do you speak with your friends at school?
3. What language(s) do you mainly speak in the IELTS Test practice class?
4. What other English language classes do you do at school besides the IELTS Test practice class?
5. Have you ever taken an IELTS Test? Yes No
If no, please continue to Question 6.
If yes, please answer the three questions below.
Which type of test did you take? Academic General Training
Did you do Test practice before you took the IELTS Test? Yes No
Do you think Test practice helped you do the IELTS Test? Yes No
6. Why are you studying English?
7. Why are you taking this IELTS Test practice course?
8. How do you want to use English in your future?
9. Do you enjoy IELTS practice classes? Yes No Why? Why not?
10. Do you think doing IELTS Test practice helps you with your language skills overall?
Yes No If yes, how?
11. Do you think that the skills you gain from the IELTS Test practice course will help you to reach your
goals in English? Yes No Why? Why not?
12. Which module (Reading, Writing, Listening or Speaking) is most useful to you? Why?
13. Do you think writing practice for IELTS is different from:
a. Writing practice for other tests of English? Yes No If yes, how?
b. Writing in other English classes? Yes No If yes, how?
c. Writing in your first language? Yes No If yes, how?
d. Writing for other subjects? Yes No If yes, how?
14. Does writing for the IELTS Test help you in any of these areas above?
Yes No If yes, how?
15. Do you find your general reading skills are improving as a result of practising the Reading test?
Yes No If yes, how?
16. Do you think reading practice for IELTS is different from:
a. Reading practice for other tests of English? Yes No If yes, how?
b. Reading in other English classes? Yes No If yes, how?
c. Reading in your first language? Yes No If yes, how?
d. Reading for other subjects? Yes No If yes, how?
17. Does reading for the IELTS Test help you in any of these areas above?
Yes No If yes, how?
18. Is the Speaking test practice useful for improving your general speaking skills?
Yes No If yes, what improvement have you noticed?
19. Do you think all parts of the IELTS Test are equally useful? Yes No Why? Why not?
20. What impact has Listening test practice had on your listening skills?

21. Have you ever holidayed in an English speaking country? Yes No

If your answer is no, please go to Question 22.
If your answer is yes:
Which country?
How long did you stay?
22. Have you ever worked in an English speaking country? Yes No
Which country?
What kind of work did you do?
How long did you stay?
23. Have you ever studied in an English-speaking country? Yes No
Which country?
What subject and to what level did you study?
How long did you study for?
24. Have you ever lived in an English speaking country? Yes No
If you answer is no, please go to Question 25.
Which country?
How long did you live there?
25. Do you feel that you learn about life in English-speaking countries in this IELTS Test practice course?
Yes No
26. What other sources do you use to learn and practise English? (tick as many boxes as applicable.
Speaking with native English-speaking friends/people?
Speaking with non-native speaking friends/people?
Sending and receiving emails
Using the internet
Reading newspapers magazines books
Watching television movies
Listening to radio music
If you would like to make any further comments or any suggestions about learning English or IELTS
Test practice, please do so, on the lines below.
Thank you very much for your assistance in carrying out this research.

APPENDIX 3: SUMMARY OF NOTES FROM CLASSROOM OBSERVATION
Institution Class No of Lesson focus/materials Student/teacher interaction and Proposed test Proportion of program
length students teacher’s role date in relation dedicated to IELTS*
to current class
A 1 hour 17 Reading Friendly discussion about topics and quick In 9 months. 3 hours of 20 hrs p/w for
nd
Types of possible topics were explained responses to teachers questions (Test is taken at 2 year of program.
nd
(cultural, sociological, historical, the end of 2 (1-2 hours per week for
st
scientific, mathematical) and types of year of 3-year 1 year)
possible questions (T/F, completion diploma
sentences) and reading skills required program).
( main point, locating key words,
skimming, scanning, finding specific
information)
B Full-day 17 Discussion in pairs to prepare essay Teacher invited students to present opinions to Since this was Intensive test practice
(6 hours) question from textbook. class and gave feedback focusing on content an additional offered in addition to
st
1 1.5 course, decision normal program (no of
hours was up to weeks??)
observed individuals
C 1.5hours? 13 Focus on speaking – students given Teacher encouraged students to interact In 2 – 3 months Intensive 10-week
topic to discuss in pairs, then as whole naturally, with her as she moved around and 30 hour evening program
class. with each other focusing on IELTS test
Skills
st
D 2 hours 32 1 class – cut short because of meeting Students were given one-to-one attention as In 2-3 months Classes 1 and 2 formed
(3 re o’seas study for students Reading teacher gave back previous writing tasks. but depends on part of fulltime intensive
classes task from t’book Students did not speak in class except to ask progress English program, were
observed)
nd
2 class reading and writing skills teacher to repeat answer. also offered to business
rd Teacher controlled all stages of class, began studies students.
3 class reading and listening skills.
Students repeated listening test from an with giving back marked h’work and querying Class 3 was an evening
earlier class. latecomers. At the end of timed sections of course which could be
reading, teacher read out answers. taken alone, or in
combination with other
college courses
E 1 hour 24 Students, who were planning to study in Students were confident and willing to talk with In 1 month
Australia, were invited to ask questions observers, asking many questions about the (or less?)
of observers. IELTS test and about study in Australia.
Teacher’s role was minimal, allowing students
the freedom to interact with visitors.
41
APPENDIX 4: TABULATED RESPONSES FROM STUDENT QUESTIONNAIRES
Note: The actual words, grammar and spelling have been reproduced without alteration.
COLLEGE A1
Question Student 1 Student 2 Student 3 Student 4 Student 5 Student 6
Number
1 Malay Malay Malay sometimes English English Malay Malay Malay English
2 Malay English Malay English Malay English English, Malay Malay English Mostly Malay
3 English English English English English English
4 Other English subject Gen. English Bus Ditto individual and group skills Ditto GE
Comm. Academic BUS.COMM.
Studies AS
5 No No No No No No
6 To improve my English Because I love Because nowadays English is To improve my I love English very much and I find English is an interesting
skills English an important language and communication skills and I hope to be an English language to be learn. It is
need us to master in this also want to learn more teacher very much different from
language. It will be more easier about English Malay language
if we are good in English
because nowadays all the job
need the fluency in English
7 To gain more To pass the IELTS Because learning IELTS giving To see my achievement in It is compulsory in my course It’s in the subjects
knowledge about certificate so I can us and also help us in mastering this test and this is one of and also to know my level in
studying English in further my study the English language. It have the subject that I must English
variety ways abroad been divided into 3 parts and it take in my course
really help us to improve our
English
8 I prefer to use English In my speaking It is very important to use Use my English in my life I want to be an English Basically I want to use it
with every people that English in our daily life such as at work and also teacher and further my study when doing business
work around me. It can especially when at work we to communicate with in Australia overseas
improve their English need to communicate with other’s people
and me also others in English to gain more
knowledge and improve our
English language
9 No. need more activities No because it quite Yes help us in improving our Yes learn me how to read Yes, I love the lecturer that Yes it really make me realise
in this subject so that boring skills grammar, listening reading write listen and speak teach me in IELTS and to how important to know
student will not use the and also listening it is one of the fluently and better pass the IELTS exam current issues
same skills during the best ways to master in English
learning progress
42
10 Yes, It shows me that I Yes, to sit for IELTS Yes, If we are learning IELTS Yes because with IELTS it Yes, if my result are good I Yes, I learn more English
need to learn and I need to learn more Test practice we will have more give me tips and skills how can further my study in the words and how to understand
record more because about English skills in answering the exam to answer question easily university and learn more to it and when to apply it
the issues that appear especially grammar papers which is similar to the and correctly communicate in English well
in the test really and vocabulary and IELT Test practice
challenge and need me of course I need to
to improve my studying be fluent in English
style so actually it already COLLEGE A1 cont…
help me
11 Yes we already had a Yes, because by Yes because it really works and Yes, because it contains Yes, it teach me to be good Yes, those skills can help me
skills that market wants doing for the IELTS many of the practices make us lots of tips that can help in reading, speaking and aware my level of speaking,
Test practice had really in level of perfect me in my English listening in English listening and reading and the
helping me to language way I understand
improve my English
12 Reading. If we read Listening and Writing because writing need Speaking give me courage Writing. I love writing and this All those skills are important
more we know what we Speaking because it more practices rather than and speak correctly in module help me to improve and I can at least improve my
are going to talk about. will help me to reading listening and speaking front of people my writing skills
If not you will talk improve my listening The words and sentence
nonsense and speaking skills structure play the main role in
writing
13a no No Yes IELTS Test practice is more Yes it show how to write No Yes we have to reflect on
to skills in reading writing rightly some of the issues and
listening and speaking information
13b No No No No No No
13c Yes the structure of the No Yes the structure is more Yes different language Yes for me writing in English Yes because of the format
writing is a bit different difficult and different style is more simple than my first and the language usage
language
13d Yes not every subjects No Yes the structure needs to be No no Yes sometimes it doesn’t
need a skills like the more alert and have to avoid relate that much
IELTS test grammar mistakes
14 Yes my writing flow in a Yes it give me more Yes Yes easier for me to Yes it was related to each Yes academically it has help
good structure practice towards answer any questions other me to improve my learning
English skills and knowledge
15 Yes, easy for me to look Yes, it has helped Yes by using all the skills Yes I learn lots of vocabulary Yes I found out the more you
at the main idea me to be such a that had been taught by and improve my reading read the better my skills are
good reader the lecturer skills and that reading is fun
43
16a no Yes we need to read Yes it contains skimming Yes The IELTS it is more to No I don’t know
the whole passage. and scanning tasks skimming and scanning the
We just need to passage
skimming and
scanning to COLLEGE A1 cont…
understand it
16b No No Yes by knowing how to no Yes it’s quite the same but
read and get information it’s a lot tougher
quickly
16c Yes lots of vocabulary Yes If I read in my No No No
to look at in English first language I need
to read the whole
passage
16d No No No Yes we didn’t need to know Yes listening is different
what the passage is all about
Just find the important thing
17 Yes, it give me more Yes by saving time Yes help me to read quickly Yes I don’t know exactly how
knowledge about because the skills to read but still get the information
grammar and quickly by not read the that I want
vocabulary whole passage
18 Yes, more confidence Yes, I can speak Yes, I know how to speak Yes, I can give my own Yes, I tend to be more
and meaningful more fluent than fluently in front of people opinion in front of the class outspoken
before I also have a
spirit to talk in front of
the public
19 Yes we need a It help me more in Yes, give useful Yes all of the parts are Yes because it relates with
complete skills to be improving my English information and skills to important in order to be good our daily lifes
perfect our English course in English
20 I become a good It has help me to be How to listen correctly and Teach me to focusing while I know the differences
listener and listen only more excellent on patiently listening between listening and
to the right talking listening hearing I listen to understand
21 No No No No no no
22 No No No No no no
23 No No No No no Yes UK level 7 1 year
24 No No No No no Yes UK 1 year
25 Yes Yes Yes Yes yes yes
26 4 5 newspapers and All 13 5 6 7 All All All
books 6 7
44
Comments This subject is really IELTS should be learn by other So far learning IELTS is I think people nowadays are
good but need some courses too besides language enjoyable and I can gain good in English especially in
adjustment on the and communication courses it more knowledge in this non-native countries are
activities to make it really works subject because they love to listen
more interesting and watch everything from
English countries
COLLEGE A2
Number
1 Malay English Malay English Malay English Malay, sometimes English Malay English Malay English
2 Malay English Malay English Malay English Malay sometimes English Malay English Malay
3 English English English English English Malay English
4 GE, AS BC individual and GC AS Intro to GE AS BC many more AS GE BC AS BC AS, BC, GE
group work, ITLL tertiary study
5 No No No No No No
6 Because I want to improve To speak fluently in Because I know that with I like to learn more about The reason is it’s a part of my It is first language in the
my English language and English English I can go far in study or English and hopefully talk studies and also the learn globe I want to further my
to gain more knowledge career fluently one day Besides more than just my native study in English speaking
studying English English is very important in language country
today world and in finding
jobs or in the workplace.
7 This is the good course To experience the To learn better English To further study perhaps It is part of the course To master English
because it helped us to international test and perhaps for internationally in overseas and want to
improve our English in to further study to stage obtain the certificate
reading, listening, abroad country
speaking and writing
8 To make sure I can use Speak English often As maximum as I can I hope I want to use English as I English in my future is for In everyday life
English all the day when with the public that I can speak English as use Malay language in the communication and an
meeting my friends, clients fluent as I speak my first future advantage then non-English
and so on language speakers
9 Yes because IELTS Yes it teach me or Yes because I learn many Yes because it is Yes, to learn something that Yes because I can learn new
classes teach me all the give me the easy skills that I haven’t know important for get good is not taught back in school words
very good knowledge in skills to answer the before results in the test and the
English overall I enjoy it question way the lecturer teach
45
10 Yes, because from day to Yes, because it Yes, by improving my skills on Yes when learning IELTS Yes, because of it’s an Yes, with practice that being
day my English language makes me become reading listening writing it helps me in improving international language given
have an improvement I’m more comfortable my English language This system that not all of
proud of learning IELTS and confident in is because it covers most Malaysian studies
speaking English of the important skills –
writing speaking and COLLEGE A2 cont…
listening
11 Yes from the skills that I Yes, because all the Yes because I can see Yes, because it develop Yes, because of it’s up to the Yes, it content listening
gain, I can use it in my skills that I have English is not as difficult as I my English skills I want to standard and it’s a world reading speaking and writing
examination and also learn in IELTS can thought it would be when I be good at it and it help wide education practices
IELTS test it really help be practice in my know and practise the skills me
me daily life
12 I think reading and Writing and speaking Reading and speaking Speaking communication Speaking it is the only direct Speaking because I want to
speaking I love to writing will help me to because it is the main skills is important there are a lot way to communicate with speak fluently
communicate with others become a good that are required in my course of people converse in others
and I love reading writer and speaking English when speaking it
will help me to help a lot either in obtain
become a good information or relation with
spoken friends and lecturers
13a Yes quite different No no No Yes the standard is much Yes it is an international
because IELTS teach me more higher it does follow standard
more and detail of the texts but follow the current
English language media
13b No No No No No NO
13c Yes because it was an No No Yes in English we learn No Yes my first language will be
international language the topic sentence general easy
idea general statement
and so on. These aspects
is very important in IELTS
or other English class
13d Yes it show us the good No No No No No
and formats in writing a
good article graph
14 Yes improve my writing Yes in IELTS it helps Yes because it teaches me Yes develop many skills of no Yes improve my language
skill and make me do me how to predict the skills that required to writing
better graph, chart and make or write a good form of
some other topic writing
46
15 Yes, it make me do better Yes, I can read faster Yes it makes me understand Yes we learn the reading no Yes more bombastic words
in comprehension now and easy for me the reading passage easier skills and it helps to
to understand some with the skills understand for the difficult
of the words now passage
16a No No No Yes the technic or skills is No No

important to answer the
question accurately COLLEGE A2 cont…
16b No No Yes same as above No No
16c Yes it’s more details and a Yes in my first Yes because we need to Yes we’re the native No Yes English must be more
lot of questionnaire language the words understand each and every speakers for Malay harder
that have been word of the passage language so there is less
written is more easier difficulties to understand
to pronounce
16d No No No Yes IELTS is like technical No No
17 Yes make me better in Yes, it helps me to Yes by improving my skills on Yes the skills that we learn Yes in speaking which is the Yes the more reading that
reading test read some of the reading and to make me sometime can be apply in most important has improved being done
complicated article in understand any passage other subjects
every way easier
18 Yes, I can communicate in Yes, the way of my Yes I speak more fluent and Yes, I can speak English Yes, have been Yes, I have more confident in
front of public without any pronunciation become more confident better than before and with communicating much more speaking
negative feelings compared to before confidence fluent brave to project ideas
in public and using English
more in daily conversations
19 Yes all the parts is useful Yes all parts in yes Yes, it is the basic in life Yes it has the balance of Yes cover all skill
in our life and our studying IELTS can be giving the learner information
English practise in all parts of and to exceed in every
study which is in corner
language
20 I can listen to many people Alert in listening I’m aware of what people Can understand different To be more observed I can remember easier than
and listen how they speak saying and try to understand people that talk English in before
in English language them my best different accent better than
before
21 Yes Istanbul a week no no no no no
47
22 No no no no no no
23 No no no no Yes England kindergarten 2 no

years
24 No no no no yes England 4 years no
25 Yes yes yes yes no yes
26 All all all all 1 2 4 5 books 6 7 All
Comments I hope that IELTS test can I hope that I could It is a good practice and I’m This IELTS Test practice is Just one comment IELTS The question of reading
give me an improvement get all the sources of proud that I’m taking it. very useful Apart from the should be taught in section should be reduced
in my English language IELTS easy in Frankly saying it is quite hard exam it also help me in Malaysia’s secondary
and also help me do more Malaysia and wish as I’m not the native speaker daily life. Good work Keep schools for future and ease
better and success in my this test can be of the language but I think I’ve it up of the students
IELTS test. IELTS is one practise in all been doing fine I love this
of the good subject to university or college IELTS actually.
learn because it teach us in Malaysia
how to become best
speaker and also best
writer in English. I was one
of the lucky person that COLLEGE A2 cont…
learn IELTS
[This person frequently
wrote ‘can’t’ when I
assume meant ‘can’]
48
COLLEGE A3
Question Student 13 Student 14 Student 15 Student 16 Student 17
Number
1 Malay, Malay English Malay English Malay Malay
2 Malay English Malay Malay Malay Malay
Some English
3 English Mostly English English English English
4 BC GE AS General English AS GE BC All classes All classes
5 No Yes A Yes Yes Yes A No Yes Yes A yes yes Yes A yes yes
6 English is a worldwide So that it could improve my Improve my English I would like to improve my The world today is conquered by
language it’s easy for us English and made it more easier English and get a good job English economy politics
when we’re abroad for me to communicate with other technology and also healthcare To
people when ever I’m travelling survive English is the key where it
overseas becomes like a passport for job
application and global
communication
7 To practise speaking English Because it helps me improve on It’s a part of subject in my I want to learn more and repair IELTS proves my capability
my writing, speaking and reading course my mistake strengths and weaknesses and
skills approved internationally The level
of the IELTS standard is higher than
other types of any English test in
Malaysia
8 Maybe in my everyday life I’m gona teach my children (when I want to speak English with my I would like to speak English all Communication This also include
teach people who is weak in I have some) to speak English as friend and everybody that can the time working during leisure time or
English the first language speak in English before sleep
9 Yes in this class I have to No well ... not really I think there Yes because I can learn more No I found that it is difficult to Yes, IELTS teaches us to the deep
talk and that make me feel should be some material that skills like reading, listening and understand in class English the techniques and skills
more confident could make the class to be more so on in English which become one of the
interesting requirements to be a good
communicator, journalist
49
10 Yes, by speaking in English Yes, by giving us an idea on how Yes, in the IELTS class I learn Yes I get to know my mistake Yes, during class sessions students
whole time the test would be like and help us so many type and skill of English are given articles, passages,
to prepare ourself So this subject I can improve my questions These change everyday
English and I can practise it with in consequence it improves our
other subject grammar enrich our vocabulary and
sharpen our skills
11 Yes because nowadays all Yes, because when my English Yes because it is very important Yes, IELTS Test sometimes are Yes, IELTS is a complete package
subject taught in English have improve I could teach others to use the skills that I gain from easy and hard for all English students
a proper English like what I’ve the IELTS Test practice course I
learned in IELTS become more easily to
understand English based on COLLEGE A3 cont…
the skills that I have
12 Speaking speaking in English Speaking Writing Reading all of All because I think all the Writing and Speaking I can learn All above those three modules are
can help in reading writing these stuff I will not do if I’ve module is useful to my course more required to master the English
and others never ask to do language
13a No Yes because all of the topics No No Yes different because IELTS
which is given most of it were provide different techniques for
current issue it is not only a local every different types of writing e.g.
news but it’s all over the world letters article opinions
this will make me read thing
which I never think to even look
at
13b Yes but not really because most No No No
of the topic is logical topic and
making me reading the same
thing around will make me bored
(always the same issue)
13c Yes it has the different format it does really help me to because No No Yes English has its own ‘persona’
it help me found some of the and ‘rhymes’
wired word which we don’t really
used
13d No Yes it also help me improve on No No No
things such as grammar and stuff
14 Yes I can use the tips from Yes the topic is interesting and Yes the skills that I have help Yes I learn something new and Yes improve the skills of writing
the IELTS to help me make us think me writing well improve my English reading listening
15 No Yes, actually I don’t really like Yes my reading are improving Yes the many I read the many I Yes
reading only when ask to then I when I have the reading skills improve
will read but it help me to read
same
50
16a No No No No
16b Yes by using the reading No No Yes there are reading techniques
skills which taught in IELTS
COLLEGE A3 cont…
16c No No No No
16d No No No No
17 Yes using the reading skills I Yes scanning and skimming is Yes IELTS Test help me from all Yes
can read more faster and get useful to me of those areas above
a better understand
18 Yes, I got the confidence to Yes my pronunciation and Yes, I can speak well and Yes, more fluent, balanced and the
speak intonation is improving day by pronounce the word correctly idea flows smoothly
day
19 Yes it covers all aspects Yes because we know how to Yes, it has all the skills that is yes
writing speaking and listening in needed
English well
20 It give me how to listening more Listening test is tough but I Sharpen our ears and try to
easily and I’m also learn how to improve my listening skills a little understand fast speakers
write note-taking when I’m
listening
21 No no Yes Canada, Ontario 4 years Yes Singapore Switzerland 2-3
months
22 No no no no
23 No no Ontario Canada public school 3 no
years
24 No no Yes Ontario Canada 4 years no
25 Yes yes yes yes
26 All 1 4 6 television 7 radio all all All
Comments I think that the IELTS Test is Make IELTS more variety use the
good and we need this test in environments as subjects be more
this college creative and focus on the
techniques and skills
51
COLLEGE B
Number
1 Mandarin BM English and Malay Myanmar. Sometimes Mandarin Chinese
English with brother
2 Mandarin/English BM Malay and English English Mandarin Chinese, English and Malay
3 English English English English English Chinese and English
4 SAMat and ESL None None Intensive English ESL and English Critical thinking
5 No No No No No no
6 For my future Because I want a good To improve my English in English is international International language To improve my W and S
band order to prepare for IELTS language and very useful. skills
test English is my favourite
language. I want to speak
English skilfully and I want
to write very well.
7 To study in Australian To help me improve my Follow my husband to I need to apply university For o’seas study To get a good band for
university band oversea in order to get the entrance and then I want IELTS
job in UK. It is a to more improve my
requirement when English.
registering with the
nursing (?) board of UK
8 English for work and To survive in a foreign Communication and work If I do international training Communication To get a job in a multinational
communicate with country business I need to use company
people English language. After
10 -15 years I assume that
without knowing english
we cannot communicate
each other
9 Yes, beneficial and my Yes, because there are a Yes of course Yes, because I’d to study Yes because having fun and Yes, because I learn things
friend is taking class too lot of information I have English and I want to write learn a lot of things which I do not learn in class
learnt very good essay.
10 Yes, helps me improve Yes, helped to improve all Yes, IELTS test practice Yes, IELTS focus on 4 Yes because it want us to Yes, I am doing better in
L and w my skills helps me improve my skills speak classes
reading grammar and
understanding
11 Yes, improve my Yes, because the skills Yes, English is important Yes Yes because IELTS include L Yes, because I will need the
English level which are useful are the in countries such as UK, and S because I have skills to get a good job
ones tested Aus, NZ and also problems on it
52
Malaysia. By knowing
English well you can
understand and converse COLLEGE B cont…
better
12 Speaking, my speaking L and W, because I am L and S. L is for Writing because I’m not L and S because it helps me All because all the skills are
is very weak very weak in these skills instruction to understand very good at writing. If I got confidence to speak and important to understand and
the problem. S to study IELTS I have to also learn to listen the learn the language
communicate with people write more so I can more English words which speak
around. improve my writing skill by other people from different
country
13a Yes, the time for writing A No response No No no No
is too short
13c No No no No No Yes, grammatically
13d No Yes, doesn’t have to be Yes, the fact are important No no Yes, grammar is not
grammatically correct not the grammar important.
14 Yes, helps me write Yes Yes Yes. More easy to write Yes the other subjects no Yes, I am more careful and
faster than before need thesis statement or apply the skills to write better.
topic sentence
15 No Yes, more aware of the Yes Yes, IELTS reading is not Yes, help me to improve my Yes, by applying the
skills involved easy. If I practise more vocabulary techniques learnt
later it will be easy
16a No No No No Yes, IELTS got skim and Yes, question types are
scan but other tests must different.
read the whole articles.
16b No No No No Yes, same with above No
16c No No No No Yes, same with above No
16d No No No No Yes, same with above No
17 No No, applying the skills No Yes No No
18 No No No Yes, I have enough Yes, more confidence to No
confidence to speak with speak out
others
53
19 No Yes because all parts are No Yes No because the reading of Yes, because the skills are
needed in general usage the IELTS different with other all used in the usage of
of English COLLEGE B cont… English classes English
20 Helps to listen on the Striving to understand the No response Nothing No much impact because I Able to listen specifically and
points only different accents better cannot really get what they quickly to fill answers
and able to understand the said
speed
21 No No Yes, Australia 1 week No No No
22 No No No No No No
23 No No No Yes, Malaysia, English No No
upper inter and advanced
6 months
24 No No No Yes, Malaysia 8 months No No
25 No No No yes Yes No
26 No response All sources except 1, 3, 5 1, 2, 4, 5 books, 6 movies, 2, 3, 4, 5 books, 2, 3, 4, 5, 6, 7
‘speaking with nss’ 7
Comments I think IELTS is good enough
because it include reading
and writing, L and S, but
different pronunciation of the
people from different will
make us confused
54
COLLEGE C1
Question Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7
Number
1 Malay Cantonese and English Malay and English Malay language Malay Persian Mandarin, english
2 Malay, English and English and Malay Malay and English Malay and English Malay and English English English, mandarin
Japanese
3 English Only English Malay and English English English English English
4 MUFY English class English classes offered Normal compulsory MUFY English class English BC preparation for No
by Monash university English class IELTS
foundation year
5 No no No No No NO No
6 To improve my English is the media of To improve my skills in Because English is Because it enables me I’m going to Australia This is because
understanding, communication in communicating an international to communicate with for pursue my education English is the most
speech, tertiary studies. This effectively language so I need various kind of people in university common language in
communication skills language will be the to improve it as English is an the world
and widen my portal to the seas of international language
vocabulary knowledge
7 To ensure myself a It is one of the entry Other than because it is Because some of To know my ability in I need to be prepared to So that I can get
place in Australian requirements listed by a requirement, it’s universities in using the language get high marks in IELTS used to the IELTS
universities Australian and NZ because I want to know Australia have a test format
universities. how well am I in this requirement which is
language IELTS
8 As my daily I will use it as a media to I want to be able to In my workplace. Hopefully 90% in my In workplace as to communicate with
language, my communicates in converse with anyone Maybes when I have daily life. businessman others, learn more
communication international business without any problems at to work outstation the knowledge
language, my 1st all language is English.
language
9 Yes, I love IELTS Yes, I enjoy speaking Yes, this is the one Yes because I really Yes because the Yes, this is useful and Yes because it
class because it is IELTS provides me period when I can sort need such a kind of lecturer and the also comfortable encourages me to
fun, lively and the chances to speak my of just take it easy and English class students is very caring, classes speak English more
teacher is nice too mind unlike secondary not really stress out my involving all parts like dedicated and friendly. fluently
school where our brain L and S Furthermore, it helps
syllabus in studying me to improve my
english are focused on English
textbooks.
55
10 Yes, it trained me to Yes, it enhances my Yes, I have some Yes, because IELTS Yes, IELTS test practice Yes, by learning more Yes, I learnt the
better understand the speaking and usage of problems listening and teach students every is basically testing my words related to grammar mistakes I
proper usage of grammar plus talking so IELTS helps single thing in the language skills in my academic material, also usually done
English, test my vocabulary. improve my skills syllabus such as day life. It provides me improve S, L, and w
understanding of every word and the with various techniques skills
what english is all explanation to communicate better
about. with others. COLLEGE C1 cont…
11 Yes, I think the Yes, refer to answer for Yes, it is a wholes Yes, because I have Yes because it totally Yes Yes because I am
IELTS is one of the q 6. rounded course. to learn how to speak covers up all aspects more exposed ot a
most effective course better required by students surrounding that can
for improving English read, write , listen
that I had taken/went and speak in English
through
12 All I can freely use speaking. I intend to L and S. these are the Speaking because it Speaking because the Writng. My writing is Speaking, I learned
and practise all the venture into the two major areas I find trains me to be more pronunciation is slightly not that good so I need and be more
skills without feeling marketing world. difficulty in mastering. fluent when speaking different in each words. some help to improve it couraged to speak in
shy and somehow Charisma is essential. as well as affects me Once my pronunciation the public
this encourages me when writing is wrong the meaning
to further improve my will be wrong.
English
13a Yes, simple yet No No a. yes because No No No
effective IELTS involves all
parts such as L,S,
and writing
13b Yes, need to write an No No Yes argumentative No No No
essay with a limited essay
time, which is for me
the time is not
enough to write a
good essay in daily
English class
13c Yes I always write in No No Yes because it No No Yes, I need to
Malay needs specific words translate and
rearrange before I
write it out.
13d No IELTS does give No No Yes, because No No No
writing topics which grammar is one of
somehow connected the most important.
to my other writing
subjects
56
14 Yes, I can express Yes, assimilating all Yes, it broadens my No Yes by gain more Yes, I can think and
my words more elements, L,S,R,W that point on certain issues experience in different write more quickly
accurately and will be important to kick writing style and also and learn more
effectively and yet start my career COLLEGE C1 cont… examine ourselves as a vocabluray
still in the simplest writer.
form
15 Yes, I can read No Yes No No Yes by trying to Yes, I can finish an
together with my understand different article in a shorter
friends topic articles time
16a No No No Yes, very limit time No No No
16b Yes, the reading is No No No No No
guided and looks
easier.
16c Yes, I read in Malay No No Yes, because I read Not sure No
usually. very slowly
16d No No No Yes because need No No
grammar
17 Yes, help me to No No Yes, speaking make No Yes because they are Yes, I can finish an
understand better. me more brave really similar to each article in a shorter
other. time
18 Yes, I become more Yes, speak more Yes, it has made me Yes, can speak Yes, pronounce Yes by learning more Yes, I can speak
confident in public confidently in front of the more confident fluently correctly useful words more fluently
speaking and tend to crowd
do less grammar
mistakes while
talking.
19 Yes, helps to Yes, it is a perfect Yes, it covers all No, my reading is still Yes Yes because I found
improve myself composition to empower aspects that need to be very slow improvement in
wholly. my overall command in mastered in order to myself
English master English.
20 Makes me more alert Enhances my It helps me realise the Different style of To listen carefully It improve my listening I can get to listen
concentration need for me to language skills more accurately.
concentrate and
respond to others.
21 No Yes, USA 3 weeks No Yes, Singapore, No No Yes, Australia
1 week 2 weeks
22 No No No No No No No
25 Yes Yes Yes Yes No No Yes
57
26 1, 2, 4, 5, 6, 7, 1, 2, 3, 4, 5, newspapers Everything 1, 2, 3, 4, 5 1, 3, 4, 5 magazines, 1, 2, 3, 4, 5newspapers, 1, 2, 3, 4, 5
and books, 6, 7, music newspapers, books, books, 6 movies, 7 books, 6, 7 music
6, 7 radio music
Comments Include interactive It’s efficient to provide I feel that more The reading time is
learning, ie usages of the fundamental emphasis need to be too very short, so
multimedia and elements of English to given in speaking skills please longer the
computers. All in all I students as that is the major limit time for reading
think IELTS is OK problem most people thank you
the way it is now face.
COLLEGE C2
Number
1 BM Cantonese Malay and English Malay Malay and English Malay
2 BM and English English Malay and English English English Malay
4 None English class in the MUFY MUFY English General English General English English subject
program
5 No No No No No No
6 Because it’s It’s a compulsory subject in To gain more knowledge Because it’s a worldwide To improves my For communication, better
essential to be fluent mufy and be more global as language communication in global understanding ensuring a better
in English if I were to English is the worldwide social status
further my studies language.
overseas in Australia
or NZ
7 So that I can study in I need IELTS to study in NZ To pursue my study in As a requirement for As a way to study in The IELTS test is required if I
NZ/Australia or Australia as most Australia or NZ as it is a furthering my studies in NZ Australia or o’seas want to study in NZ/Australia
universities require me to university requirement.
have some English Besides it helps me to
qualification. improve my English skills.
8 As often as possible I understand that English will To communicate with In my career as a In communication or Communicating with people
and as the main become my medium of international people and geologist English is meeting or maybe in around world, business
language I speak at education in overseas and I have a better certainly needed writing. purposes
home need it especially when I step understanding with them.
into the working world
58
9 Yes I enjoy it very No, this is because I am Yes because the teacher Yes because I can speak Yes, give me Yes, it gives me a rough idea on
much because the taking IELTS classes for the is so motivated that makes up and share my thought improvements in L, S and how people from other countries
syllabus are very sake of examination. me feel motivated too and as well as improve my also interpretation communicate. Besides that I
interesting as it Honestly, I prefer to learn in a the syllabus that is based proficiency in this love my lecturer
revolves around my relaxing manner where I can on our daily life makes me language
daily life. Beside, the freely express myself feel excited to learn
teachers is very COLLEGE C2 cont…
exciting
10 Yes, it improves my Yes, well I taught on how to Yes, in every class there Yes by improving my Yes, keep practising and Yes, in class we are often
S and L skills, it write better essays. Besides will be speaking session to listening and writing skills learning from lecturer, give encouraged to speak up, it also
teaches me the that, I go through listening improve my vocabulary, plus the speaking skill. It’s me wide view about sharpens my listening skills
correct grammar activities that improves my grammar and overall my English skill English
rules and its syllabus listening skills but most pronunciation that have improved.
widens my general importantly is that I’m given a
knowledge chance to speak in front of
everyone.
11 No, my goal in Yes, I will learn to Yes my goal is to speak Yes, for instances Yes, IELTS is also in Yes, because speaking is given
English is to speak communicate and listen and write better in English speaking skill helps me to general English, then learn a lot of focus on
fluently. This can better. so IELTS covers gain confidence so my use information and skills
only be reached by everything about English. English will be better when to reach my goals
speaking English as I am confident
frequent as possible
not by doing
exercises in class
12 Speaking, because I Speaking, I need to be more Speaking, because I don’t Listening, I can Speaking, help to confront Speaking, my main weakness
need to be able to confident when I speak, even know how to express understand others better. with people and improve is the fear to talk fluently in
speak fluently if I when I know I can’t speak myself as my vocabulary is my communicate public.
were to express properly. limited
myself fluently, which
is what
communication is all
about
13a No Yes we need to explain No Yes, IELTS needs more No
diagrams. interpretation and needs
skills to take out he details
13b No Yes, other classes require us No Yes English classes are No
to concentrate on other area using articles and need
more information to takes
down but IELTS needs
searching and IQ skills
59
13c Yes, IELTS focus Yes, I’m more comfortable in My first language is totally No No
much on general my own language. different from English
issues whereas BM
focus on academic.
13d Yes. Writing for other No No No No Yes, for science subjects data is
subjects are all given more concern than
information intensive language
but IELTS is not.
14 No No No No No
15 Yes, I’m able to read Yes, I learn to skim the Yes by knowing the No No
faster passage unknown words
16a No No No No No No
16c No No No No No No
16d No No No No No Yes, other subjects are
theoretical, which requires a lot
of memorising
17 No Yes, I learn to skim Yes, I learned how to skim Yes by knowing the No No
and summarise passages unknown words
18 Yes, more confident Yes, more confident Yes, not so afraid of Yes, confident, usage of Yes, my pronunciation Yes, not to be stage fright and I
speaking in front of class words, grammar. learnt to speak spontaneously
19 No speaking is the Yes. We need to learn all Yes, it covers everything. Yes, can gives out the Yes because give more No, speaking skill would
most useful these skills. better me improvement in all English definitely be most useful
compared to others
20 Understand what I I learn to pay attention to I learn how to focus To be more careful in Listen carefully and properly
heard better others when they speak more certain words
21 No Yes Australia, less than a No No Yes, Australia 2 weeks No
week.
23 No No No No No Yes, UK kindergarten to
standard 3 – 3 yrs
24 No No Yes, England 20 days No No Yes UK
25 Yes Yes yes Yes Yes Yes
26 1,2 , 3, 4, 5, 6, 7 all 2, 4, 5, newspapers books, 7 all 2, 3, 4, 5, 6, 7 1,2,3, 4, 5, newspapers, 6, 7
music books, 6 movies, 7 radio
Comments Focus more on More speaking and writing It’s fun, I love it. Good, keep going and use Focus more on speaking rather
speaking please, sessions more information about than writing
less on writing global! Life for IELTS!
60
COLLEGE D1
Question Student1 Student 2 Student 3 Student 4 Student 5 Student 6
Number
1 English, Mandarin, Malay Chinese Chinese English and Tamil Tamil
Chinese
2 Chinese, English and Malay and English Chinese and English Chinese usually and Tamil and English English
Malay English seldom
3 English and Chinese English English English English
4 None No No
5 No No No No No No
6 It has been given by the Because I want further my I studying English because Because English is I must pass this paper in Because English is used all over
college studies. want to improve my international language. It order to be able to enrol to the world so it is necessary to
English. can easy help me the degree program. It is learn English.
communicate with people part of the requirement.
on the world
7 To improve my skills Improve my English I taking this IELTS test Because I want passed it The same reason given To continue my degree program
because I’m weak in practice course because it and continue my degree above. It is compulsory.
English. can help me to get a good courses.
result.
8 Depends I do to use English in my In English conversation English would be very I will improve my English more in
future when I’m working. important because most future
probability I would be
opening my own business
and since the world is
becoming more globalised,
English would play a very
important role in helping
me converse with my
clients from around the
world.
9 No. Because the No. The lecturer give me a No. I feel stress because Yes. Learned some I enjoy it because it does Yes, because it’s give me a lot
lecturer is too mean. lot of preasure and have to learn more. In the practice thing I never made not stress me out as some of benefits
She won’t be very kind other hand, that is good for of the other subjects and
to us at all. me. one more reason is that I
have been talking English
ever since I was able to
talk I guess, so it is much
easier to grab information
given by the teacher in
English.
61
10 Yes. Doing a lot of Yes. Yes. During my speaking Yes Yes. It helps me gain a Yes
exercises. and listening batter understanding of the By doing listening I can cope up
academic side of English with other countries’ accents
and it helps me gain a
COLLEGE D1 cont… wider range of vocabulary
and help me batter my
sentence structure
11 Yes Yes Yes because I have to get Yes maybe reach my goals Yes it would definitely help. Yes
a band 6.
12 speaking. In the future I Listening. Before I cannot Reading. Because can Reading. Because I easy Reading. It helps me gain Speaking
be able to communicate understand british English find out the answer in the know from the better words, so I will have Because that the most important
better. but now I have journal entry. paragraphing a larger library of words to thing, because when we go out
improvement. use in the future. we must communicate with other
13a yes. Because they set No yes No No yes because IELTS using some
different questions. skills
13b No No No No No
13c No No yes because my language No yes. It is not in roman
is different letters – it is a much more
difficult language to master
13d No No No No No
14 yes. Now in the world No Yes, all areas No No Yes. To do my assignment
they are using English.
15 No No Yes because I can do No Yes Yes because I can learn a lot of
faster than before vocabulary and I learn how to
skim and scan long passages
quickly.
16a No No no no yes the English is much yes. Passages is too long.
harder.
16b yes. We use simple No No No yes, it use to be much
English. simpler
16c No No yes, because my language No Yes, the language is
is different entirely different.
16d No No No No
17 No No In all areas, for example - No
which subject I am taking
62
18 Yes. I be able to speak No Yes. Grammar, vocabulary No Yes. Now I’ve started to
more sophisticated. communicate in English with my
friends.
19 Yes. Yes Yes. Balancing No
20 not sure I can easily adapt with other
country accents
22 No Yes No No No No
24 No No No No No
25 No No Yes No Yes
26 1, 3, 4, 5, newspapers, 1, 3, 4, 5 magazines and 3, 4, 5 reading newspapers 1, 3, 4, 5- reading newspapers
magazines, books, 6, 7 books, 6, 7 6 watching movies and books
7 listening to music 6, 7 radio
Comments I would like to practise
more on all the skills in
details instead of giving
us quizzes every day COLLEGE D1 cont…
that doesn’t help us at
all. Giving us
assignments every day
and don’t tell us our
mistakes. With this it
would improve our
English language at all
63
COLLEGE D2
Number
1 English My family mother Malay Chinese Mandarin English and BM
tongue
2 English of course English and mother English English, Chinese and Mandarin and English English and BM
tongue Cantonese
3 English English English English and chinese English English
4 None Almost all of the classes None
5 Yes, academic. Yes. Yes. No No Yes, academic. Yes. Yes. No No
6 Because now commonly Because English is use Because it is compulsory Because for nowadays all Because nowadays most Because I can communicate
office need us to know all of the world to all students study the subject will use English of the people communicate with other friends from abroad
English language to make English and in other hand, and travel at overseas with English while working. and also I can easily surfing the
easier doing a business ‘it is I can improve myself communication is using Studying English can help internet because they use
for me…’ English. me a lot when finding a job English most of the time.
or doing business.
7 For enter a good university To continue my degree One of subjects that I have Actually I am not willing to So that I can further my studies
or college we must have or maybe I wanna to take in this semester. take the course but the in any universities overseas
IELTS bandscore transfer to other country course is included in the
diploma program, that why
I am in this class, this is
compulsory subject.
8 For working If I do business to other In the way I speak and Speak with friends, travel To communicate with Perhaps in my working life
country the language write for o’seas. others and doing business. undertaking
are use is English
9 Yes. Because is challenging Yes No No because the teacher is Yes. There is a lot of things Yes, because I can learn and
no kind with everybody I can learn in the class. improve my English in writing
and reading.
10 No Yes because IELTS Yes Yes Yes. We can improve our Yes. Using interesting materials
help me to improve my R, W, L, and S in the same
English and vocabulary time.
11 Yes Yes Yes No Yes. It has increased my Yes. Because it starts from the
knowledge in English. basic first
12 R and L. L is the easiest Speaking Speaking. One of the best Speaking. Because it is no Speaking. Because we R and w task. Because I am
part and I just know the clue way I can improve my boring. have to speak or very weak in writing and some
for the answer. English. communicate with others grammar mistakes and some
every day. words I have to find the
meaning.
64
13a no No yes, because it’s focus on yes. It have to write thesis no No
the world. statement and topic
sentence. COLLEGE D2 cont…
13b No No No No yes. The requirement is a No
bit higher than other
13c yes. Writing in IELTS we yes. I’m foreigner I got yes, because can improve No yes. The structure for the 2 No
must know the question some problem in my and in other hand can languages is totally
first. vocabulary and so on. learn writing in English. different.
13d Yes no No No No
14 No No no No Yes. I can perform well Yes
when answering the other
subjects’ papers.
15 Yes if we used to be Yes. In reading I find a yes No Yes. Can know a lot of new Yes
reading a lot it will be helpful lot of new words I learn words
from it.
16a No yes no no no. No
16b No No yes No No No
16c No no yes. 2 different languages No No No
that I can learn.
16d No no No No No No
17 Yes No Yes. I can learn new things No I can red faster in others Yes
in English. area.
18 Yes. Have a lot of No Yes, the way I’m speaking. Yes. Speak well. Yes. My speaking is Yes
vocabulary. smoother than before.
19 Yes No Yes No Yes. Yes
20 I be more alert in class.
21 No Yes. Thailand , 2 weeks No No No No
23 No Yes. Malaysia. Degree No No No No
3 years
25 Yes No Yes Yes Yes Yes
26 1, 2, 4, 5, 6, 7music All, except books 1, 4, 5 reading newspapers 1, 3, 4, 5 magazines, 6, 7 2, 3, 4, 5 newspapers, 6, 7 all
and books, music
6 movies, 7 radio
65
Comments I would like to study in the IELTS is very important I would like to practice
country that use English. to try our skill more on all the skills in
IELTS not just always on COLLEGE D2 cont…
test only. Besides, IELTS
classes also should teach
us how to write the writing,
and should show that
which part is wrong.
COLLEGE D3
Number
1 I always speak chinese I would like speak English Hokkien Chinese Chinese Chinese
at home. in my home town but now I
always speak English in
Malaysia.
2 Chinese Speak English with my Hokkien, mandarin, Chinese and English Chinese/English Chinese with friends from home
foreigner friend English and Cantonese. town, English with other friends
4 Because I am college S, L, R, and W None english
student, all chosen are
taught by lecturer with
English language
5 No Yes. Ac. No. yes. Yes. Academic. No. yes. Yes. GT yes. No. No Yes. Academic
No. yes
6 English is international Because English is the For communication with For communication with Compulsory subject in Helpful to working in future
language. If I hope to international language in different background of other countries’ citizens college
work in a famous the world and I would people.
company, in future I know the different culture
should know how to when I studying English.
speak it.
7 I am taking this IELTS Because the IELTS test Because the college For IELTS test Help me pass IELTS exam
practice course in order practice course could compulsory for OBU
to obtain band 6 in the improve the level of my students to get band 6 in
august IELTS test. English. IELTS before can enter
the final year.
66
8 Anywhere I want use In business environment Speaking English is Speak more in English/ In working
English in my future. and travelling basically skills learn more vocabulary
9 Yes. Because the Yes. I can study systemly Yes. Because I can Yes I can learn a lot of things Yes. It is helpfully and available
lecturer is very (sic) from the lecturer practice my English and here but I feel very boring class.
humorous. Besides, I furthermore it is not like we
can learn more from her learn normal level of
because she is English which we repeated COLLEGE D3 cont…
experienced in teaching from primary school
English language.
10 No Yes It’ll let me know how Yes. Improve my speaking No Yes Yes. It can help me to
to talk, how to write and pronunciation, writing skill understand the key and main
how to use English to and communication skill points of IELTS
thinking question.
11 No. I think that reaching Yes Yes. IELTS English is a Yes. I’m BM student so I Yes. I can practise a lot in No. Because IELTS T P is the
my goals in English high standard and we need reading a lot of writing and listening. only class thats teaching me
depends on me. study it more detail. textbooks. how to pass IELTS
12 Listening is most useful Writing. I can speaking Speaking. Because I am Speaking. When I Writing. It is mostly use in Reading. Reading contains high
to me. Because I ever and listening anywhere major in marketing and working, speaking is most other subjects. number of vocabulary and new
faced listening barrier. and reading in my home communication is usage skills words.
But now, my listening but writing is not. important than other part
skill is improved
gradually.
13a No no no no No
13b No No yes no No
13c No yes. Because English no. no writing in my first no no yes, write email to my friend
writing is different chinese. language with hometown by chinese
13d No yes. Other subjects do not yes yes. Normally the lecturer no
need to check spelling and will request our answer in
grammar and also essay form.
sentence mistake
14 No Yes, such as the letter Yes. Decrease my No Yes. Easier to express my Yes
spelling, grammar and answer.
sentences mistake
15 Yes. At least I can read No. Yes. I can read faster, Yes, general reading skills No Yes. Red more and more
the whole article faster. capture the main idea and increase myself
better understanding knowledge
67
16a no. No no. No no
16b No yes. It is longer and more no no
difficult.
16c No yes. No No yes
16d No No No no
17 Yes. I will learn a lot of Yes, such as the Yes. I can capture the No Yes, I can learn a lot of key
unfamiliar words newspaper. main idea fast and reduce words.
the time in reading useless
information in the exam. COLLEGE D3 cont…
18 Yes. I dare speaking. Yes. Pronounce Yes. I can speak fluently No Yes. Ways to express Yes, to improve my skill of
and communication skill is more fluently in speaking. pronunciation
improving.
19 Yes. All modules test No. I can read in my Yes. We apply it in daily Yes. Because all parts of Yes. IELTS cover almost all of
our standard. We can house. life. the IELTS test are useful areas of English.
know which part have to for a student.
be improved.
20 I can catch and Help me how to listen I can easily understand No No
grash(sic) meaning clearly what other people are
from others talking about.
21 No No Yes. England. 2 weeks No No No
24 No No No No Yes No
25 Yes No No 2, 3, 4, 5 newspapers, 1, 4, 6, 7 Yes
books, 6 movies, 7
26 3, 4, 5 reading books, 1, 3, 4, 5, 6 movies, 7 1, 3, 4, 5, 6 movies, 7 I think study English is a 1,3,4,5,6 movies,7 music
6, 7 hardly work, no any good
ways, just do more
practice for all parts of
IELTS
68
Comments Everything is ok but I think Make learning time more I have some suggestion for
the lecturer is better from longer. IELTS exam. Firstly, listening
the foreign country. part is most difficult part
because it give us short time to
consideration and analysing
these question, for example,
COLLEGE D3 cont… when I face some questions that
I do not u’stand, but I don not
have enough time to make it
clearly. Secondly, if we fail it we
have to wait 3 months; it is too
long for students who are
foreign.
COLLEGE D4
Number
1 Punjabi Malay and English Malay and sometimes At home I will use ‘teoh chew’ when Mandarin Chinese
English speak with my parents, I will use
chinese when speak with my friends,
BM in school and English in the
college
2 English and malay Malay and English Malay BM, BI or chinese when I speak with Chinese and English Chinese
my friends
3 English English English I will mainly use English and if I have English English
some question confusing me, I will
ask my friends in chinese so I can
ready u’stand
4 Business communication Business communication No No Business English
5 No No No No No No
6 well, because To improve my English Because English is a I studying English it is because To improve the way I Because the college need
English is used all skills worldwide language. I can English is like a magic key. When we speak English, more IELTS band 6
over the world. use domestically and in start working English is compulsory knowledge
the International business need in the business world.
world
69
7 It’s for my own To enter my degree in my So that i can proceed to I plan to sit for the IELTS test. It is Is requirement for me to I want to use it in my job and
good and it’s college. the next level of my because I am doing OBUAI program continue my studies communicate with others
compulsory to take course, marketing and IELTS is one of the compulsory people
it. management Oxford test that we have to sit for it so that
Brooks University. IELTS we can continue for the next
is compulsory. semester.
8 If possible I would I use English when I’m It will be easier to Of course, I hope that after taking this Speak more English, Yes. Because it can help me
like to improve more communicate with my communicate in this global IELTS test I am able to improve my less chinese language to improves my English
in my English customer because I’m world. The business world English and I want to use English in language.
taking business studies. is expanding from day to my future because it is helpful and I’m
day. English is an also admired those who can speak
important factor to be English sounds correct and fluent. I
successful. hope that I will be as good as them.
9 Because it’s Yes. I can gain the skills to Yes. It covers everything I’m enjoy IELTS practice classes Yes. Is interesting for Yes
interesting I guess. of communicate and also about English, w, s, r and because after attend the classes now speak in class.
writing. l. only I know that my level of English is Improve my speaking,
terrible and sometimes I can’t writing and listening
understand what the real meaning skills
from the lecturer and especially doing
the listening practise I can’t catch the
words from the speaker at all. There
are many difficult words that I can’t
understand and my grammar and COLLEGE D4 cont…
sentence structure were very poor.
But I still enjoy because I want to get
and improve my English.
10 Yes Yes I have more confident Yes. It improves my Yes. Doing IELTS test practice it Yes. Can communicate From writing it can improve
to communicate with writing, grammar spelling encourage me to try to do more with other by using my grammar and sentence
people in English and gain and vocabulary. practice and I can slowly improve my English. Is different structure.
more skills in writing and level of English language skills. when you communicate
reading When we meet the difficult thing now with other by using
only I know how bad I am. So it force English and chinese
me to try to do better in English. language
11 yes, because it Now I can write with more Yes. When I’m in the Yes. The skills that I gain from the Yes. Know how to write Yes. Because it help me
teaches me a lot of vocabulary and speak business world, I will be IELTS tests practice course will help an essay, can catch improve my English language
interesting words fluently able to write well and me to reach my goals in English other people talking.
each day. speak well. because it cover all the 4 sections Improve the listening,
that we need now and in the future. speaking skills
70
12 Listening. Because Speaking and writing. Writing. It improves my All module. R. helps me to meet new Listening. Is Speaking. It help me improve
I get to listen Because I’m not good in S grammar and spelling, I words, improve my grammar and challenging. Can catch my communicate skills.
different accent. and W also learn how to sentence structure. W helps me to the words that the
summarise a graph or a write words from what I had learn. people are talking
chart. L encourages me to pay full attention about.
when people talk. S trains me to
open my mouth and try to speak. COLLEGE D4 cont…
13a No no no Yes, it’s different because it want us yes. IELTS is different yes. IELTS need thesis
to write words from the graphs and compare to other statement but for others test
charts. IELTS encourages students English test. IELTS not need.
to think and to give suitable and consists many parts like
relevant idea and become a good S, L, W. other English
person. test is simple compare
to IELTS paper. IELTS
needs some technical
skills to get a high
marks.
13b No no no no yes. Other English no
classes not focusing on
grammar. Can write is
enough
13c No no yes. My first language yes, because we have to use different no yes. Like IELTS need thesis
doesn’t have any past grammar in different situation. statement but writing in my
tense., future tense and first language not need thesis
present tense. The format statement.
is different.
13d No no yes. Writing in IELTS is no yes. Other subjects are yes. For IELTS sentences
more about direct to the not important in structure is important but for
points. It emphasises on English. W is not other subject sentences
spelling and grammar. important for other structure is not important.
subjects. Because
other subjects are not
english paper.
14 Yes. Helping to improve Yes. It helps me to be a Yes, IELTS test improve my English Yes. Help me a lot. Yes. It help me to have a good
my grammar and better writer and improve and I’m able to try and write a Improve my speaking organise before I start writing.
vocabulary my English. complete sentence in English no skills. Can catch what
matter what subject or classes I the other people talking
study. about.
71
15 Yes. Well I get to Yes. I can read faster. I Yes. I learn new words yes, now I can catch the words early Can read the words Yes. It help me quickly u’stand
read new stuff every just looking at thesis and understand the and I already remember many new correctly. when I was read a passage
day compared to statement and I know what passage better. words
last time it talk about.
16a yes, it’s more in no yes. In IELTS, I need to no. No. no
detail. understand the passage
clearly. COLLEGE D4 cont…
16b No no yes, the format of no no no
answering is different.
16c No no no yes. It are difficult because of the Yes. Is different with my no
grammar. language because my
language not focusing
on grammar but IELTS
different
16d No no no no Yes. Other subjects are no
not focusing on
grammar or vocabulary.
IELTS different. IELTS
has to read accurately.
17 Yes, I’ve improved a Yes. Yes, I can understand the Yes. I had slowly improve my English Yes. Can read Yes. To improve my reading
lot. passage and learn new skills. correctly. No mistake. skills
words.
18 Yes. I get to speak Yes. I can speak more Yes, I feel more confident Yes. I try to speak in correct Can speak correctly. Yes. I can communicate very
better. fluently with myself answering in pronunciation and use correct Less mistake. well with others people.
English. grammar and sentences.
19 Yes Yes. Because they are all Yes, it covers every single Yes. It help us in any area we stay in Yes. Useful in practice Yes. It help students to
important in my business factor of English. our language. The way improve their English
career. we speak, listen and language.
writing skills improve.
20 I can know the new accent I have to listen clearer, It force me to pay full attention when Can get the speaker I can quickly understand the
in this world like british, US with different accent. listening test practice. what they say. Just foreign people talk.
and Australia. sometimes can’t catch
their words. Different
speaker, different
slangs.
21 Yes. Australia. 1 week Yes, US, UK. 2 weeks to No No No
1 month.
22 No No No No No
23 No No No No No
24 No No No No No
72
25 Yes yes Yes Yes Yes Yes
26 1, 3, 4, 5, 6, 7 All All except 2 and ‘books’ All 1, 4, 5 books, 6, 7 1, 3, 4, 5 newspapers, 6
movies, 7 music
Comments IELTS test practice is good Should emphasise more It challenging I’m enjoy to learn and Example for me Please do IELTS Test become
to improve my English on speaking English. sit for the courses but the listening and speaking more easy
skills and I hope that you Make it fun in the future. examination fee are too expensive. parts. Just hopefully it
can make it more If let say I can’t pass maybe it not can, hire the local
interesting and fun encourage me to try again. speaker. By this way, I
towards studying this can know what they are
English classes. talking about. Know
COLLEGE D4 cont… their songs very well.
COLLEGE D5
Number
1 Chinese Chinese Chinese, English Indonesian Tamil and English Chinese and other dialects
2 Chinese and English Chinese and malay Chinese English English English
3 English English Chinese English English English
4 No Business English Management, accounting None No
5 No Yes. Academic. Yes. No No No Yes. Academic. Yes. Yes.
Yes.
6 Because the program English is the most I study English because I I am studying English to English is a language It is because English is
requires me to pass the important language so want to improve and get improve my vocabulary used worldwide and it help important when I went out to
IELTS and get 6 of my that it may easy to more vocabulary and English is important me to communicate with work because English is a man
score communicated to other because it can be used all people from different of communication.
people from different over the world country and it also very
countries. helpful in my studies
7 Because in China I took To understand and To get the English Because the college need I doing IELTS practice To help me to improve my
TOEFL training and got the improve our English to requirement in order to me to take the IELTS test course to improve my English before I go for the
test but in Malaysia they be band 6 in IELTS continue my degree English level. actual IELTS test.
need the IELTS. But I am program
not sure about the IELTS
test system, so I take this
practice course.
73
8 I want to use English as a Easy to communicate Communicate with other Better than now I will speak English to Speak English with my friends.
tool in my future job. different people people outside like worker everyone and will make
Because my major is in who works together with sure I improve in the
marketing, I need to contact me and go oversea language.
with many different persons
and some of them maybe COLLEGE D5 cont…
can’t speak chinese.
9 Yes. Because it improved - Yes. Because it can learn Yes. Because I can learn Yes. Because it is very Yes. It is because I learn a lot of
my English level help me more things and a lot of new things, the challenging and tough. It thing
know much about IELTS, encourage us to read lecturer is friendly, make make me put some effort
and also I can get friends in more. the class alive not dull in IELTS
my class.
10 No No Yes Because it can Yes. The lecturer will ask Yes because it is very Yes. Because the lecturer will
encourage me to read us questions, by helpful in my studies since give some useful tips on what
more newspapers, listen answering it, I can practise my subject all taught in can do and cannot do in IELTS
and see more English my speaking. The English. IELTS is very test.
movie so that, I can learn language in IELTS based helpful to contribute in my
more things by English on Nth American and subjects.
british accent and it’ll train
me to listen to different
accents of English.
11 No. because IELTS Yes, because it is Yes. Because I can learn No. because the course Yes. It’s very helpful to Reading. Because I can
practice course just show everything similar in we to communicate with and the time is limited. To correct my fault and study improve my vocabulary.
me the way, but I still need learn in IELTS practice others and learn how to achieve an English goal the proper way to use
to do hard on myself course. write formal in English we have to use English English.
daily and attend the class
more longer time.
12 W and S are most useful to S and L. because we Speaking. Because Listening. Even we do not Reading. Because I
me. Because these two have to use it in every speaking is using to understand the word we usually like to read
parts in the IELTS practice class to understand and communicate with people. can practise to say it so as storybooks.
are efficient for me, I can improve our skills what the speaker said. I
learn some ways to learn English through
improve my English level, listening. Talking or
but the other two parts I interview others, it’ll
learned from class are not automatically test our
enough, I should work hard listening and capability to
after class. understand.
74
13a yes. Because I took TOEFL No yes. Yes. IELTS is more yes. It is tough but can No
test in China, in TOEFL difficult and complex. learn the proper order
test, I only need to write writing.
one, but in IELTS test,
there are 2 tests about
writing and the method is
even more flexible than COLLEGE D5 cont…
TOEFL.
13b No no yes, the topic sentences, yes. The idea that we no No

main idea are the same. have to use in IELTS
should be deep, not a
shallow idea.
13c No Yes, because our no not necessary Yes. Writing in my first no Yes, because the English word
mother language is language is not that I write is different from my
directly to answer but complicated as IELTS. language.
English is different to Because it did not take into
grammar so that we are account the tenses
suffer in transfer our
own language to write
in English.
13d No no yes I can know how to yes, other subjects the no no
organise my sentence grammar is not really
structure from sentences, necessary
organise it better.
14 yes, because I learn the No Yes. English class, writing Yes. By taking IELTS test, No no
correct way to write a essay to organise all the it does improve my writing
graph. sentences and my English structure.
15 No Yes, because we learn Yes, I can read fast by Yes. By practising reading Yes. It help me to know Yes. I read more and when I
the reading skill and using skimming and skill, it will improve our grammar order and by found out the word that I did not
strategy in IELTS test scanning to find out the understanding, vocabulary reading I can improve my know, I will check the dictionary
practice course main idea and the thesis and more faster to read pronunciation to find the meaning of the word
statement that article is
talking about.
16a No No yes, can know what the no no yes. The passages is long and
passages is talking about will get difficult.
quickly
75
16b No no yes, can know the purpose no no no comment
that a passage is
16c No no no not necessary no no yes. Because I don’t know the
meaning and have to find the
meaning from dictionary
16d No Yes. Because other yes, find the main point as no no yes because other subjects is
subjects is also easier for fast as possible. one which I’m interested
us to read for us to
understand but IELTS
reading is too much COLLEGE D5 cont…
vocabulary and too long.
17 No No Yes, get the point faster Yes. Whatever I read, I will No Yes can read the passage fast
take few words to keep in and find out the important issue
my mind and it can
improve my vocabulary
18 No No Yes, when communicate Yes. I can speak with the Yes. I can speak very well I can speak the English more
with parents, friends, will better grammar and with clear pronunciation fluently.
speak more stable structure than before.
19 No Yes, because English Yes, because IELTS can Yes. To know the No Yes. Can learn a lot of things.
subject is the one using help me to improve my degree/level we are in, but
in every part English when I listen to it is actually not really
people, talk to people, necessary to use it as
read a book and write an requirement for degree
essay program
20 No I am able to catch the It help me to concentrate a Try to catch up what the foreign
word pronounced by other specific thing. speaker speak.
accent of English.
22 No No No Yes. Singapore. Waitress No No
6 months
24 no. No No No No No
25 Yes Yes Yes No Yes Yes
26 All except 2 1, 3, 4, 5 newspapers, 2, 3, 4, 5 magazines, 6 4, 5, 6 movies, 7 All except 2 1, 4, 5 newspapers, magazines,
6, 7 movies, 7 music 6 movies, 7 radio
76
Comments An IELTS is very difficult
English that I have ever
joint I have some
difficulties but hope this
test could improve my
English better.
COLLEGE D6
Question Student 31 Student 32
Number
1 Chinese Chinese
2 BM Chinese
3 English English
4 In school have English classes to out student
5 No Yes. England. Academic. No. yes.
6 I studying English to improve my social and communication Because I want to learn different culture
7 Because my Australia programs want the English is good Because my parents want me to take it then prove my English.
8 More speaking and reading In my opinion, I want to become a businesswoman. So English is very useful. But in fact when
we are married, it just teach our child
9 Yes because I want to improve my English No. I want to do more practice than now and I want to speak English with teacher.
10 Yes. They can help me to improve my English and how can I do to improve Yes. In my opinion, if you do, then you will learn something.
myself
11 Yes, because English is very important to our people. And I want to go to No. I mean, just that not enough
another country to study.
12 Speaking. Because I cannot speaking more fast and good. Writing. Because my grammar was very bad. That fact.
13a Yes. Because there is more clearing to me to understand and have step to do or No
to writing
13b Yes no
13c No no
13d yes. When want to do the assignment yes. I can choose one subject that I am interest for it.
14 Yes they have step to do. Yes. In my opinion any subject must to writing.
15 No Yes. I think you must read more and more books and others.
16a Yes the teacher speaks more clearly. no
16b yes because sometimes the teacher not care no
16c No no
77
16d No no
17 Yes. Because can learn the questions more quickly Yes. Reading always important for learner English people
18 Yes. The improvement is, I can understand what the teacher talk about Yes. If you don’t speak English, you are not learning English.
19 Yes. Because they improve my S, L, R and W in our subject. Yes. That can practice your study things.
20 I don’t know. But in my opinion the listening test is very fast. In fact, I cannot listen clearly.
21 No No
22 No No
23 No Yes. Malaysia. Englsih program. 8 months.
24 No Yes Malaysia 5 months
25 Yes Yes
26 All 2, 5 newspapers, 7
Comments
COLLEGE E1
Number
1 Malay Malay English Malay and English Malay and English Mandarin Malay English
2 B M English B M English B M English B M English Mandarin Malay English
4 ESL ESL ESL ESL ESL ESL
5 No No No No No No
6 Because other English is an international It’s my interest and English nowadays is very English is the international It is a compulsory subject
languages than Malay language English language is very essential especially in language that is used to link and moreover it is an
language fascinate me useful in global field education and work field. the world together. Besides international language
Moreover it is the most that, English is also the
widely used language in language of knowledge.
the world. Other reason:
further study in overseas.
7 To get into Australian To pursue my study in To fulfil the Australian It is compulsory in order to I am taking this practice In order to be fully prepared
Universities Australia/New Zealand For universities requirement get a place in the course so that I can know for the IELTS Test
university entry university where English is more about IELTS and also
requirement the official language – understand the requirements
Australia and New of IELTS from the
Zealand candidates.
78
8 Communicating with In my job When studying As much as I can We frequently talking with I think English will be the In my daily communication
people abroad foreign and local people most common language that with peers family friends and
(in terms of education and I will use in the university to the society. In addition, I
work) communicate with all the could relay and effective
COLLEGE E1 cont… people. Besides English will information in English.
be mainly used for academic.
9 Yes. Great lecturer No, it is quite stressful Yes it generates me to be Gain more skills related to Yes, the different The classes are something
especially the reading and more focus and critical in English. Improve components, reading, that I usually learn and I
writing. The constraint and answering every question proficiency of the speaking, listening and could gain new knowledge
high level of vocabulary language writing of IELTS have made it from it.
make it harder to very interesting sometimes it
understand can be challenging.
10 Yes, new bombastic Yes, IELTS Test demand Yes, there was stressed in No Yes, Speaking practice can Yes, increase my proficiency
vocabulary, confident in skills from major area of the grammar and expand improve my communication in the language and makes
speaking in English, the language my vocabulary skills reading and writing me more confident in English
understanding complex improve my academic
passages/text English writing while listening
prepare me to understand
the speaking English.
11 Yes I have more Yes, It provide topic skills Yes it improves my Yes, comprises of 4 basic Yes, the practices are quite Yes, I could write better in
confidence in speaking for us in English speaking language and ways of using language challenging and from the written assignments and talk
English writing practices I can learn more more fluently in the language
vocabulary and also some
new ideas in the passages
given.
12 Reading because new Writing. Life as student Speaking, it enhances my Speaking to help to obtain I believe when we further our Speaking increase my
vocabulary require lots of pronunciation confidence when using the education especially in the confidence in speaking in the
understanding English assignments with the skill language to talk with other university we have to write public
texts we gain it does make life people in public academically for the
easier. assignments. Thus, writing is
the most useful in building up
my English foundation
79
13a Yes others tests of Yes IELTS Test for writing No a yes it asks very general Yes, In the task 1 we have to Yes IELTS is more easier
English require a lot of ask argument type of q in task 2. Students will write according to the than ESL studies,
words and long and essays, yet they find the question difficult if stimulus given and should
tedious elaboration sometimes seems to give they have no experience not include outside
a hint which side we or knowledge to answer information. Contrasting to
should be at the format is the q. other test of English we must
inconsistent. include our own opinion
analysis and
COLLEGE E1 cont… recommendation and so on.
13b Yes IELTS does not Yes, writing in IELTS Yes other English classes: No Yes the essays required for Yes IELTS does provide me
involve a high word limit needs little example and writing involves format the candidates to write are with more room for creativity
little content writing such as letters, comparatively shorter than
other English classes.
13c Yes, IELTS writing is Yes, IELTS is more Yes less format Yes the question asked is Yes my first language is Yes because I have acquired
certainly easier straight forward specified and the format of more simple and straight more skills in my writing
writing essay quite forward using my first language
different
13d No No Yes less format Yes in other subjects No Yes the answers that I wrote
science especially. For does not need to be accurate
essay the answer in grammar
demanded is straight to
the point on contain details
only.
14 Yes explaining a certain Yes general issues require Yes it generates idea and Yes Mostly when Yes practising English writing Yes I learnt the correct skills
stimulus in precise and me to read more from the procedure in IELTS describing about data of writing
elaborated manner varied issues. writing is quite flexible to (statistics, charts etc)
be used in other writing
15 Yes, helps to Yes, There are many Yes it forces me to be Yes I know the technique Yes Now I can read faster Yes I become more critical
understand other reading skills involved in precise and focus on the of scanning and skimming and understand the passage and cautious in reading
academic passages reading test. The task I read. the text. Also able to easier
questions indirectly ask for quickly obtain the part of
that different skills. the comprehension that
needed to answer the Q.
16a No Yes It ask for different No No Yes the time given is not No,
skills and it require more enough
critical thinking.
80
16c No Yes more specific skills Yes it was easier and not No No Yes My vocabulary in English
were asked too specific is not as vast as in my first
language
16d No No Yes the task given No No Yes, other subjects use more
generally does not require unknown terms that are
depth thinking specific for the subject
17 No Yes, It trains me to apply Yes, develop focus and Yes because since the Yes we have to understand Yes I could find the main
(helps to understand skills that I need to skim look at the task critically techniques needed in all types of passages ideas in the article or book.
complex academic and scan answering the reading test including argumentative Due to it I could work faster
passages) applicable in other areas informative and so on.
therefore it helps me
much.
18 Yes, more confident in Yes, speaking encourage Yes, build up courage to Yes, I am confident in Yes, I can express myself Yes, I become more
expressing ideas me to think in depth for speak English with others speaking English and easier now confident
certain issues and observe know how to answer
event around me as it accordingly
might be asking during the
test. COLLEGE E1 cont…
19 Yes help to improve Yes. It ask all kind of skills Yes, develop focus Yes, comprises the basis Yes all the components are Yes increase my proficiency
English language skills require for English precision and courage of using language basic skill in mastering one in English
language
20 I now tend to focus on I am able to understand Get myself used to the Be more selective and I can understand speaking I would be able to listen more
the things people say spoken languages with Australian accent adept when looking for English better now carefully
varied accent. appropriate answers for
the Q.
21 Yes England 7 days Yes UK one year No No No Yes Australia USA 2 weeks
each
22 No No No No No
23 No Yes UK Primary level 6 No No No No
one year
24 No Yes UK one year No No No No
25 Yes Yes yes No No yes
26 2 , 3, 4, 5, 6, 7 all 2, 3, 5, 6 7 music all 2, 3, 4, 5, 6, 7 2, 5, newspapers, 2 3 4 5 6, 7
magazines, 6 television,
81
Comments Writing task 2. As this part For reading and speaking Ask students to do some Make full use of the
of the test ask general test the cocy of marking research on certain topics multimedia technology
issues couldn’t the scope should be more lenient. before the practices. Perhaps
of area tested were given For writing past the students might have a rough
as due to the lecturer questions asked should be idea what are the topics and
specified.. can catch up faster.
COLLEGE E2
Number
1 English, Malay, Tamil Malay English Malay and Kada Malay and English Malay and English English and Malay
Bit of Arabic
2 B M English B M English, Bit of B M English B M English Malay and English English and Malay
Japanese, German
3 English English Malay English English English
4 ESL ESL ESL ESL ESL nil
5 No No No No No No
6 Because I like the Part of the course Because it is an international Because virtually English widened my Because it is part of the
language and requirement language This the ability of everyone around speaks opportunity to go further in education syllabus besides
furthermore I need the have a grasp of this language this language and also majoring in geology as English is pretty handy when it
language as it is a enable me to gain knowledge because English is such most of the research will comes to communication with
global language for from many parts of the world an awesome language! be done outside Malaysia foreigners considering it is an
communication and also widen my international language and all
communication horizon to
many (?) people at
international level
7 Because I need the To prepare myself for To train myself to be able to It is part of the To be able to have a place Because I have to
IELTS Test results so the IELTS which is a have all the skills in order to requirement in order to get in university in Australia
that I will be able to requirement score in IELTS as well as to a placement in majority of
study abroad improve my English language the universities in Australia
proficiency
8 I want to use it in daily I’m planning to take on In my daily life especially I hope that I would be able As my main Wholly as a communication tool
communication with engineering so I’ll need while doing my future job to use English as communication language
others it to do presentations frequently as possible in communicating with my
and paperwork colleagues and in
understanding and gaining
more knowledge
82
9 Yes. Because it is I can just focus on what Yes I gain more knowledge Yes because IELTS Yes, it helps in improving Yes makes you think aptly and
interesting and I get to is being asked It beats from different types of article introduces me to new my English especially my quickly too And we get to argue
improve my English doing long essays as well as I can learn English things about English and grammar and writing skills intellectually when it comes to
language in all aspects with improves my English checking answers … pure fun
my speaking, reading language skills.
10 Yes, it develops my Yes, I can get careless I Yes, practice make perfect Yes it improves my Yes, the reading practice Yes, it polishes my vocabulary
communication skills so need the practice to Thus as I do a lot of practice I vocabulary grammar and and the writings help me in and it has definitely contributed
that I can interact better keep alert can be able to be familiar other important aspects in recognising my tremendously to my academic
with others It also with the format and type of the English language weaknesses and in the writing skills
improves my writing questions that might be same time I’d be able to
skills. asked in IELTS learn from my fault.
11 Yes because in the Yes, I’m pretty good in Yes because the practice Yes, Yes, I’ll be able to write Yes, they just the ‘thing’ to have
country I hope to study English. The practice comprises different skills that such a great research and my English improved
in is English based and keeps me polished are important to have good communicate well with
therefore the IELTS will grasp of the language more people Besides, it’ll
help me improve my be easier for me to
English proficiency understand what the
people around me is
talking about.
12 Speaking it develops Speaking Not so much Reading it is usually in linear Listening because the Writing I’m having a huge Writing expands my creativity
communication skills more useful just more form to easier to be absorbed IELTS speaking practice problem with my grammar and my ability to think relevantly
which is useful in the interesting and I gain knowledge about exposes me to different and vocab writing (point drawing and organisation
working field. many things that I do not kinds of English accents practices help me in etc)
know from the interesting improving my weaknesses
articles.
13a No No No No No No
13b Yes because in IELTS No Yes simpler but concise and No No No
practice we need to precise
write with more wider
knowledge and the
language must be good COLLEGE E2 cont…
without any errors
13c No No Yes more straightforward and No Yes the grammar is stricter No
easier to understand
13d No No Yes sometimes it do test my Other subjects tend to Yes Good writing skills are No
general knowledge focus more on the points essential in writing a good
written instead of the piece of IELTS
language aspect
83
14 Yes in other subjects I No Yes sample answers and tip No Yes my vocab is more Yes basically it helps me
will be able to write notes guide me to write my diversed now and my organise my points better
essay questions for my essay to answer the question sentence structure is
physics papers with getting better
least language errors.
15 Yes, I have learnt how Yes, practice makes Yes I have to be able to Yes makes me know and Yes The more I practice Yes not sure how but I seem to
to skim and scan the perfect identify main points and understand better as the the more I get to know draw out main points more
material and gain supporting details. main points in an article or how to tackle the quickly out of texts than before
information efficiently paragraph can be questions and where to
identified find the important points
16a No no Yes more challenging No Yes It needs more No
concentration and skills to
detect the main point of
every passage
16b No no No Yes IELTS tend to No No
promote creative thinking
about the topics read.
COLLEGE E2 cont…
16c No No No No No No
16d No Yes other subjects No No Yes In other subjects read, Yes, other subjects such as
tends to lean toward understand and remember chemistry etc have points
memorizing IELTS is important but in IELTS slapped directly in your face. As
needs understanding reading if you understand for IELTS, not all of the points
interpretation you can answer it are direct. Therefore a little
critical thinking is of great need
17 Yes I can extract Yes, practice makes no Yes it makes it easier for Yes to pay more attention Yes helps me evaluate reading
information more perfect me to identify main points to reading between the texts in a more in depth manner
efficiently from a and it increases my lines because I might pass
reading text understanding on the through any important
topics read points that I didn’t know.
18 Yes, I can speak more Yes, I’ve become aware Yes, my confidence in Yes, more confidence and Yes, I’ve learned not to speak
fluently of my slurry speech and speaking the language grammatical errors is too fast and am more confident
lack of eye contact I try decreasing in speaking English with my
to correct it colleagues
19 Yes it can improve all Yes, because IELTS Yes it covers a big area Yes because it smoothens skills
parts from language thoroughly covers every which consists of from all perspectives (speaking,
usage in speech in angle aspect in the communication and also reading etc)
writing and listening English language writing
84
20 It has improved my It has helped me be more More familiar with I get to adapt to foreign accents
listening as I pay more COLLEGE E2 cont… attentive to what’s said Australian essence
attention when listening
21 No Yes UK 8 yrs Yes UK 1 month Yes Singapore 2 weeks Yes Australia 2 weeks
Australia 2 wks UK 4 weeks
Rep Ireland 3 days
23 No Yes UK Secondary 3 No No No No
sciences 8 yrs
24 No Yes UK 8 yrs No No No No
25 Yes Yes yes Yes yes no
26 2 , 3, 4, 5, 6, 7 all 1,4, 5 magazines books 24567 1, 2, 4, 5, 6, 7 radio All including English All especially movies and music
5, 6 television novels
Comments I would prefer if there is IELTS Test practice should So far learning the English For reading tests some of the
less format in the exam be made up to the standard language and doing IELTS texts are excruciatingly long so
and based more on of the real IELTS Test Some test practice have proved we tend to run out of time to
creative writing test practice books (modules) to be an exerting and answer questions … can we
are not helpful for students to wonderful opportunity for have moderately long ones if
score in the real IELTS me as I have seen much not brief ones?
improvement in my
English language skills
COLLEGE E3
Number
1 Malay Malay Taiwanese English B M Mandarin Malay English
2 M English M English English BM English English, Malay English
4 ESL ESL ESL ESL ESL ESL
5 No No No No No No
6 To master English in It’s an international Because I want to study Mainly because English is I am learning in English. Because I love the language
various ways language – helps a lot in abroad. Plus it is an international language, Most of the subjects that I
especially speaking communicating with compulsory for Malaysian or the language to take in college was in
and writing in order to foreigners students to take English knowledge English
interact better with subject at school
international people
85
7 One of the necessities It’s a requirement to enter a I want to further my study So that I can see my way Are the entrance pass to To be able to further my studies
in enrolling universities college in Australia to study in New Zealand universities in Australia abroad
8 If possible I want to Talk often enjoying with the Make English as my I would like to use English I want to use English for Communicate with people from
use it in daily life foreign people second language as my daily language, almost every day in my around the world
especially during my spoken language with my future
working hours friends and use it in my
career as well
9 Yes. It gives me more Sometimes yes sometimes Yes the classes teach me Yes it is fun especially the Yes, The lecturer that Yes because with that I really
confidence to sit for the no. Speaking was very fun I 4 different modules, which speaking component teach me is very get to know where I stand in the
test although at times it enjoy talking with others all of them are really which requires us to talk dedicated. She teaches language in terms of proficiency
might be hectic but it is but the reading part was important in my daily life rationally and casually, or I me everything profoundly
useful for my own quite hard That one was should say ‘I simply love about IELTS
benefit not very enjoyable talking’
10 Yes, enhance my Yes, It’s improves writing Yes, it improves my writing Yes IELTS is complete, Yes it has improves my Yes, speaking skills especially
speaking ability, skills the organisation of skill (which I am very bad from speaking to writing skill in English language where I get to communicate in
understanding English essays Give me confidence at) and help me in from writing to reading such as listening, English and learn (lecturer
more by reading the in talking with others improving my speaking from reading to listening speaking, reading and detects) my flaws in terms of
passages and hearing writing grammar
to the cassettes as well
as improving my
grammar and language COLLEGE E3 cont…
writing skills
11 Yes mastering English Yes, IELTS is a test that Yes Yes, it improves my Yes, the speaking test in Yes, as a whole it has already
needs you to focus on includes all things that are command of English IELTS helps me to improved my grammar
these 4 sections thus needed for someone who generally improve my speaking skills
IELTS is one of the wants to understand a The listening test makes
platforms to do so. language me become a more
‘concern’ individual
12 I’m quite weak in Speaking. Gives me Writing I learn new Speaking we need to Listening module it makes Speaking improving on my
writing therefore by confidence enhance my vocabulary and improve communicate me realise that I have to grammar especially when
doing this I would be thinking about ideas. my sentence structure understand the language communicating with others
able to enhance my while I’m doing it that people spoke before I
writing skills for the can undergo with speaking
future (communication based on
listening)
86
13a No No No Yes we need to analysis Yes, In IELTS I have to be No
the stimulus given for part more specific (when
1; for part 2 we need to describing the trends in
give sensible opinions and task 1) and thinking
show the wide range of critically based on issues
general knowledge that we given (task 2)
have
13c No Yes, of course different Yes In Bahasa Melayu test No Yes I have to consider the No
language will use different we are free to use literary grammatical errors done in
methods and formats words in our writing the IELTS. Besides,
English is different from
Malay language
13d Yes Since IELTS is an No No No No Yes essays for other subjects
English proficiency test are more scientific
it focuses more on the
language but for other
subjects they are more
interested in the COLLEGE E3 cont…
contents of other
writing
14 Yes improve my Yes helps in organising my Yes it gives me clear view Yes I can learn to think Yes writing for the IELTS Yes better grammar knowing
grammar and language essay with topic concluding on how to give description, critically and analytically Test help me in improving how to express my thoughts
skills It also trains me remark and etc think critically about my grammar and ideas better
how to get ideas link certain things that are
and put them order presented to me such as
graph
15 Yes, Reading and Yes, I know how to search no no Yes I love to read Readers no
understanding is very for the main point in the Digest. By practising the
limited time is quite passage better than before ‘reading skills’ for IELTS, I
challenging therefore think that the articles that
by practising it I would I’ve read is more
be able to enhance my meaningful’ (I can
skill in that area understand the article
easily in short time)
16a No Yes it’s far away harder No Yes the requirements for No No
Only God knows how hard questions; the way to
it is. answer
16b No Yes quite hard No No No No
87
16c No No Yes In my first language No Yes For me, reading in No
we need to fully Malay language is easier
understand what the than reading in English
COLLEGE E3 cont… article is all about and we
have to write a summary
because the range of
vocabulary in English
regarding the article makes me feel that
English is difficult
16d No No No No no Yes, other subjects have

reading articles that are more
scientific
17 Yes it helps me in Yes, improves my no Yes have a better Yes reading for the IELTS Yes helps me extract main
understanding the understanding about an understanding in articles how improved and points and ideas that article is
contents in depth not article that I have come across upgrade my reading skills trying to show
just merely read the for other subjects
passage
18 Yes, my confidence to Yes, confidence, more Yes, in providing more Yes, now personally I can Yes, When I communicate Yes, less grammatical errors
converse in English ideas details and arrange all the speak English confidently with my friends, I can feel
details in right order (not that much confident than
mixed up) before
19 Yes reading, speaking, Yes. All of the 4 Yes Yes, it is a complete set Yes in English we have to Yes it covers all the areas that
writing and listening components involves in our covering all the aspects master all the skills to the language focuses in
are all vital in daily work as a student it’s make sure that learning
communicating with improve us. English is not difficult
people and
representing our ideas.
20 I have to be more More sharper. Can It makes me more alert Can get what Australians The listening test has Basically none
sharp in catching the understand more accent and focus on what other are talking about taught me to be more
words and from different countries. people say and get used concern on what people
understanding the to Australian accent say
whole conversation
24 No Yes US 2 years no no no no
25 Yes no no yes yes no
26 2 , 4, 5, magazines all all except radio 2, 3, 4, 5, 6, 7 2, 3, 4, 5, 6, 7 2 3 4 5 6, 7
books 6, movies7 radio
88
Comments The practice should be Listening don’t be too exact Perhaps allocate more
done on daily basis to for the answer time for listening
get accustomed to the Ex: 1st answer Poland component and reading
format and also in a 2nd answer poland component
long period or maybe therefore difference of
sufficient period to capital ‘P’ I think that
ensure that we can should be OK.
grab and master the
skills before sitting for
the IELTS Test
because frankly IELTS
is not really easy.
COLLEGE E4
Number
1 English, Malay, Malay English Malay English Malay, Javanese, Malay Malay
Banjarnese
2 English, Malay Malay English Malay English English, Malay English, Malay Mostly Malay
4 ESLS ESLS ESLS ESLS ESLS Preparation classes for the
final examination
5 No No No No No No
6 Fluency in English is an It is a part of the Part of the requirements For entering the Australian I study English because I badly The language is important
essential tool in order to be SSABSA syllabus and for sitting for the SSABSA universities. To learn other need English in my in the world nowadays and
successful in my future English is widely used finals languages. To get communication as it is I need to pass IELTS
career. Besides, it assists in the world. Therefore, involved well in the regarded as the international
many things in life, being it is wise for me to international academic language besides the fact that
the international language obtain good command society it is widely used as a medium
that is commonly used of English language to obtain knowledge
world wide.
7 In order to obtain a place in To fulfil the Australian’s Part of the requirements To get used with the test I need to get certain bands to To pass IELTS and with
one of the universities in university requirement for university entrance in scheme. To be prepared gain entry into any university in flying colours
Australia, and improve my Australia Australia
reading, writing and
listening skills.
89
8 English would be a Daily communication, I’d like to use itin my To speak with my I want to use English as my Everytime and everywhere
language I would most communication skills everyday life whether business partner, main medium in
commonly use be it at among people of socially or professionally colleagues, friends, communication and also to
home or even at work English as an foreigners gain as much knowledge as I
international language can which mostly found in
English
9 No. Because the test Yes improve my English Yes I enjoy English in Yes it really helps a lot in Yes, sincerely I like all the Yes I enjoy the listening
requires full attention and proficiency and general and the practice improving my English courses provided as they do practice classes
various skills in order to language usage classes prepares me for provide me with necessary
obtain a high mark. It is the real exam where I’m skills to master the language
definitely beneficial but not hoping to get a perfect
something I would enjoy band
doing. Stress leads to
progress I suppose.
10 Yes, it is especially helping Yes, by sharpening and Yes, my English is not Yes IELTS has a variety of Yes, the courses provide Yes, I can speak and write
in terms of my reading enhancing my ability to perfect and as they say vital skills need in comprising almost all the in English better
skills in determining the work with English and ‘practice makes perfect’ so mastering a certain needed skills to be proficient
main points, concepts etc. the language such as in one way or another, the language – listening, with the language
From many reading I was writing, speaking and IELTS does help me in writing, reading etc. It
also relatively able to listening overall helps me a lot in these
increase my general areas COLLEGE E4 cont…
knowledge and writing
skills. The listening test
helps me to get used to the
native people speaking.
11 Yes because it helps to Yes, improve my Yes since my goals in Yes, Yes, they help me to become Yes, as I go through the
increase my efficiency in English language English presently is to better in my communication practice my proficiency is
writing, reading and proficiency score in my IELTS the especially in speaking better
listening wholistically. practice course certainly
helps me
12 Reading. Various skills are Reading I had learnt the Writing presently I’m more Writing it disciplined me to Listening and reading both the Listening and Writing I
needed, texts are also more effective way of used to the local education be concise modules are rarely found in learned how to focus and
comprehensive and it test understanding and gain system where the style of other English courses learned how to make less
my critical thinking to the the information given writing is more towards mistakes
limit from IELTS reading creative writing. IELTS
writings helps me with the
transition to academic
writing
90
13a No a yes Require the ability Yes it tests all aspects of Yes IELTS emphasis on No No
to think critically and the language and requires different kinds of topic. It is
wisely, made necessary more in-depth knowledge more general and open
judgement and the and understanding of
necessity to understand English as compared to
the information given the other tests I’ve sat for.
13b No No Yes The syllabus is No No No
different in ESLS where it
is more towards
synthesising the
information given
13c Yes IELTS writing practice Yes slightly but overall Yes For one, the style of Yes The focus of the No Yes my first language is
focuses on organisation, it’s similar the language is totally writing. English is more easier
whereas writing in my first different and the syllabus straight to the point
language stresses on is also very much apart
evaluation and mastering
the language itself.
13d No No Yes English is more Other science subjects No Grammatical mistakes are
flexible and IELTS allows use more simple English not considered
me to write my thoughts
whereas other subjects
have set answers and COLLEGE E4 cont…
more towards writing
formally
14 Yes it helps me to organise Yes I can write more no Yes to be straight to the Yes it does help but not that Yes the IELTS Test made
my essays systematically clearly and meaningful point and generate significant me more confident to use
and link my ideas to narrow piece of writing thinking process English
down to a conclusion
15 Yes, general issues read in Yes, enhance the ability Yes I’m more critical of Yes the skills skimming Yes the passages provided Yes I am now looking for
the reading test covers to read more critically what I’m reading scanning etc. Really help wholly consist of wide range of content while reading
different issues to identify now. whenever I come across a vocabulary
main points on the lengthy academic piece
environment, scientific
studies and language
which are of paramount
importance in enhancing
my general reading skills
91
16a Yes format of questions set No No No No No
in IELTS are different and it
requires more of readers
skills rather than a good
hold on the language itself.
16c Yes format of questions No No No No No
and ways of answering
differ
16d Yes format of questions No No Yes other science subjects No No
and expected ways of are more concise
answering differ compared to IELTS
17 Yes I am able to detect Yes, made me more no Yes it helps me to cut Yes it helps a bit as it provides Yes I can trace the content
main point, make clear and more down the time spent to me with some new vocabulary of any text now
conclusions and link ideas understanding while read and understand any that rarely found in other tests
more effectively reading the materials academic piece
18 Yes, higher level of Yes, the coherence of Yes I speak more fluently Yes, pronunciation and my Yes, I feel more confident to Yes, I am more confident to
confidence speaking fluently apart than I used to confidence to speak in speak in English without feeling speak English
from building self public – in English shy
confidence
19 No listening skills are not Yes in general improve No Some are less relevant Yes, it helps anyone to No some of them are quite Yes I am going to Australia
as effective as reading my English usage with my life really master the language useful like speaking and to study so I must be good
skills as questions asked particularly in in every aspect listening but the rest are almost in English
are rather basic. Speaking communication the same with other English
test practice is very rare too regardless of verbally, courses
listening or writing down
information COLLEGE E4 cont…
20 Learning to understand and To be more aware and Not much as I’ve only had It helps me to stay focus It improves I am more focused while
adapt to the ways native careful when interpret 2 practices listening
Australians talk the information
21 Yes UK and Australia etc Yes Australia 2 months Yes Australia a few weeks no no no
1 month the most at the most
24 No yes USA 2 yrs no no Yes England 2 years no
25 Yes yes no yes no yes
26 All all 2567 1 2 3 4 5 newspapers and All All
magazines 6 movies 7
music
92
Comments Students should be The writing part section 2 I think that it is better to Make it something easier
encouraged to speak in please allow candidates to conduct speaking assessment please
English, therefore speaking have some choices in in group as it would be more
practices is of paramount writing essay the interesting rather than by
importance. Writing skills questions should give at having it personally
should be more open to least 3 topics for
creative ideas rather then candidates to choose
on restricted areas
93
APPENDIX 5: SUMMARY OF THEMES FROM INTERVIEWS WITH TEACHERS
Theme L G H K J
Languages Tamil (English as main First is Malay Chinese and English
and to children and in Second is English and BM
school)
Qualifications MA TESOL in Malaysia Dip Ed All schooling in English Not much. No training
in 60s and 70s. TESOL as an English teacher or
at USM. Been teaching teacher. Has studied
English since 1981. overseas.
Inservice Runs 2-3 day
workshops for other
teachers on Australian
Matric programmes. Has
done research on
Australian Matric text
production etc
Living overseas Never.
IELTS Background No training. No other No Examiner training Not an Examiner. Not an Examiner
teachers trained. but marker and Teaching test practice
moderator for SSABSA since 2003. Has seen
only samples of the test.
Taken a test? Never Never Never Not IELTS. Only Never. No teachers at
TOEFL. the school have ever
taken an IELTS test.
IELTS Teaching 3 years teaching. Since 1989 Confident to explain 2 ! years. Happy as a
experience Currently teaching because I do planning teacher for IELTS.
IELTS test practice 3 ahead and research the Confident that it teaches
hours a week. Confident difficult cultural issues. students to be proficient
rather just know
grammar.
Materials Uses commercial Uses commercial texts. No time to produce own. Uses IDP materials and
materials. Content not No time to produce own. makes some own.
appropriate. Too much
emphasis on UK and
Australia. (listening
practice test referring to
‘tube’)
94
Assessing Speaking Teacher collaboration in Uses band descriptors Uses band descriptors
and Writing forming assessments and guidelines.
Student motivation Highly motivated. Take Need to pass. Passport Paying a lot of money. 99% not motivated to do
the test for their future. to university. Need to get it right and English. Don’t use it at
want to do further study. home. (Later refutes this)
Task 1 Writing The most difficult. OK Rubrics clear and Task 1 is useful for other Writing most difficult Students from other
limited. This is OK for classes too. (and Listening) countries can’t interpret
Malaysians. the graphic. (Neither can
Malaysians)
Task 2 Writing Learning to analyse is a Not used to giving Writing the most difficult
useful skill. opinion (but like
debates)
Speaking Similar to training to give Some topics not suitable Gives one-to-one for the
speeches. to be discussed. But students at any time.
they have to be able to
do this in an English
speaking country. But
how far can you take
that?
Listening Accents might be They need to listen to
difficult. native speakers but
Listening and Writing
most difficult.
Reading Reading skills overlap
with other classes.
Academic skills and All skills overlap with Students do worst in Listening and Writing Relevant for tertiary
preparation for other classes. (Except Speaking and Writing the most difficult. Cf. education.
university writing) but they like speaking MUET which is too low a
the best. All skills good bench mark, the IELTS
preparation for prepare better with
university. skills. Gives them an
international standard.
Yes, good preparation
for university.
Mix of students Students from Sudan,
China, Morocco, French
New Guinea, Somalia,
Nigeria, Pakistan.
95
Cultural issues Not all topics culturally Part 3 speaking is an All of the material is The test focuses on the
acceptable. Rote issue because not only from English-speaking sort of things they need
learning is an issue to is there a cultural countries and so there is in Australia (knowledge
be dealt with and this is problem with giving nothing familiar. and skills). Specially
a problem all through opinion but there is a international students
the test and with most personality issue (Is it memorize because they
students. age?) just want to pass and
Critical thinking is a new they don’t ask
idea but one student questions.
said ‘You make me a
more emotional person’
and that it helps with
reflections.
Connection to Yes. And we have SSABSA works well with
SSABSA changed our style to that IELTS but difficult for
of IELTS but with texts local students. But they
(like ABC) usually pick it all up
because of the similarity
of skills in the tests.
Helps with independent
learning
Curriculum washback They changed their
internal band rating to
be closer to IELTS
Modified to those needs.
Students get a 6 then
they can match it back
to their own ratings.
Other ideas Students don’t like Need practice books IKIP teacher Teachers need to be
severe looking with more international enthusiastic and said trained to be able to
Examiners, nor those flavour (Malaysian). that many Malaysians make assessments on
who stop them midway Need teacher training. want to learn English. Speaking and Writing.
talking, because it This is a big issue and
makes them feel that there was a big
they have been wrong. discussion.
They get agitated when
the Examiner is a native
speaker.
96
Theme D M MM P
Languages B.M Malay 80% at home English English Chinese and English (Mainly
English at work. 90% at work (Also speaks English at home)
other dialects)
Qualifications High School level 2. Primary 1 English. Did not Studied in India MA English. All schooling and training done in
Scholarship to USA Studied complete TESOL. NYU for first No TESOL. Teaching English English. Studied Trinity Diploma
International Business degree. for 20 years. in the UK. Teaching English for
Economics, University of UiTM TESOL Diploma 1992- 25 years. Confident. Also taught
Pennsylvania, Teacher Training 1993. SAT
Certificate from KL. Confident. Not as confident as other
teachers.
Inservice Inservice intensive training
with MARA
Living overseas USA USA India UK and Australia (Relatives in
Australia) Confident.
IELTS Background None None None (Applied) None (Applied)
Taken a test? Never Never (taken TOEFL) Never Never
IELTS Teaching 2 semesters teaching (Also 5 years 4-5 years 15 years (since 1989)
experience TOEFL and SAT) 6 hrs/week 15 hrs/week
Materials Commercially produced Prepares own materials. Uses Commercially produced Mostly commercially produced.
materials. Content no problem. National Geographic. Says test materials supplemented with
General interest. Some specific. is not real English. stuff from the newspapers to
No time to prepare own get additional practice and
Commercial is good. 50% of local flavour. (Commercially
content is familiar to students. prepared materials are too UK
and Australia oriented.)
Models own materials on
commercially produced.
Assessing Speaking Confident. Uses descriptors. New students didn’t get the
and Writing scores she thought so changing
to BC from IDP.
97
Student motivation Yes I think so. Must get level 6 (5.5 for Motivation high to study in US, Not highly motivated. Most have
Latrobe) But if they have credit UK no intention to go overseas but
in SPM they don’t need IELTS. she encourages them to take the
Then they do IEP for opportunity.
Australian foundation But this
does not apply to all students.
Task 1 Writing This is only IELTS Test skill not
used elsewhere.
Task 2 Writing Task 2 writing is useful in other
areas of their study. Specially
the critical thinking aspect.
Speaking Part 3 speaking difficult Pronunciation is a problem, Pronunciation difficult for the
because of inability to critically specially for the Chinese. Korean and Bangladeshi
analyse and produce own students.
thoughts.
Listening Spelling is an issue. Students are not used to
listening specially to accents.
(Korean and Bangladeshi)
Reading Reading is not reading and
comprehension. Topics not
suitable. Boring and not relevant
to local students (e.g musical
instruments)
Academic skills and Useful for university life. Must learn international Academic skills are new to Students from Chinese schools
preparation for English (such as debate, them so it is an issue how to are usually weak in skills.
university critical thinking etc) introduce them. Generally,
introducing the skills is the
focus of test practice.
Mix of students China, Mongolia, Korea, Korean, Bangladeshi
Cambodia, Myanmar, Vietnam
Cultural issues Rote learning and critical Students good at memorising. Critical thinking has to be
thinking are major issues. The whole culture memorises learnt and understood. Most
Critical thinking is a new skill. whole pages. Can’t content is UK and Australian.
concentrate on analytical work.
Can’t produce own opinion.
Part 3 Speaking is therefore
difficult.
98
Connection to They use SSABSA and
SSABSA Cambridge Level A
Curriculum washback Doesn’t participate in the They use/adopt/adapt the
curriculum development. IELTS Test materials specially
(Maybe did not understand the Listening and Part 1 Speaking.
question) They have students with
IELTS Band 2 (How do they
measure that?) They hope to
get them to Band 4 in
20 hrs/week.
Other ideas Teacher training would be Change from IDP to BC Put some Asian names into More Asian topics and current
useful. because the marking is easier. the Listening (Street names issues. Change from IDP to BC.
too) More Asian flavour might
help contextually.
99
APPENDIX 6: ONE TEACHER’S RESPONSE TO FOLLOW-UP QUESTIONS

Note. This follow-up questionnaire was emailed to all participating teachers and one response was received.
The response below includes the teacher’s exact typed words after each question asked.
We would like to remind you that all information will be kept strictly confidential and your names will not be
used in any reporting. (We apologise if we have already asked you these questions but we are looking for more
detailed responses).
1. What is your first language?
Bahasa Malaysian, the national language of Malaysia
2. How many languages do you speak?
Only 2, which is Bahasa Malaysia and English
3. What do you use each language for?
Baasa. Malaysia…mainly for communicating with families and friends. English…for my job as an English
lecturer and also when I’m communicating with the business communities. I feel more comfortable
communicating with English if I know that the other person is well trained in English. Otherwise, I’m worried
that I’ll offend the person because a non user of English normally will think that an English-speaking person is
trying to show off.
4. Please describe more fully your use of English outside the workplace. (home, social, other)
At home, I normally converse in Bahasa Malaysia (BM). Some of the times I’ll have discussions in English with
my husband usually regarding technical, scientific or academic issues. We normally just converse in BM for
everyday issues.
In social setting, most of the time I’ll converse in BM although I much prefer to converse in English since I feel I
can convey my thoughts more accurately with English. However, I have to consider a factor that not all
Malaysians especially the Malays in my country are fluent in English and thus could be insulted.
In business setting, I much prefer to converse and discuss in English since I was trained in business (Degree in
Mgmt) and familiar with the terms in English. Besides, discussing in English also makes me appear more
respectable and there’ll be less chances for me being cheated.
5. Can you think of something you now teach more successfully as a result of your IELTS
teaching experience?
Listening
Reading – Most probably reading since IELTS highlights the necessary skills needed to approach the reading
tasks – skills like scanning, guessing, skimming etc.
Writing
Speaking
6. In any of these areas, is there something specific you wish IELTS provided more
information about (eg in the handbook)?
Not that I can think of now.
7. As an English-speaking Malaysian teaching English in Malaysia, a non-English speaking country,
can you suggest what linguistic and cultural advantages you bring to the classroom?
Although I was born a Malay in Malaysia, I was also exposed to the Western education for 5 years in the USA.
So, actually, in my role as an IELTS teacher, I could clearly see what problems or cultural factors that hinder
them from understanding the questions and answering them.

To be more specific, having experienced both Western and local cultures, I could identify that the students are
not trained in critical or analytical thinking which I think is crucial to answer many of the reading questions. My
awareness enables me to help students to overcome this problem. I am also able to see how the Malaysians
understand certain words or phrases the wrong way based only on their Malaysian viewpoints. But I could relate
to the Western scenarios and explain to them the Western context to help them see the real meaning according to
Western perspectives.
I probably help them most in understanding the language from the viewpoint of a native speaker as I was
exposed much to it. It is also a valuable discovery for me now that I have also begun to realise – that language is
cultural also and not just simply a tool of communication via translation. There are many cultural components in
language that when you miss understanding the cultural components, you also miss some of the meanings in the
language.
Another advantage that I could bring to the classroom is probably in pronunciation. I am able to demonstrate the
correct pronunciation almost similar to a native speaker.
8. In what areas do you feel lacking?
I would like to be more exposed to thinking skills since there are some questions in IELTS that confuses me also.
Perhaps I would also like to know the philosophy of IELTS as a test set by Western standard.
9. What is the nationality mix of students in your IELTS practice classes?
They’re all Malaysians and all Malays.
10. Can you describe some of the issues which you face teaching mixed nationality classes?
Not applicable but I would say, the more mixed the nationalities are, the more cultural factors to be taken into
account.
11. What do you think are the advantages of this kind of teaching?
Not applicable
12. What aspects of the IELTS test would you like to see included in a teacher training course
(given that test materials are secure)?
Philosophy of IELTS. What factors are taken into consideration when designing the test questions?
What are the assumptions when designing the questions, if any? Do the test makers realise the cultural
differences/factors that exist when designing the questions at international level?

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2.

The significance of sociolinguistic backgrounds

© IELTS Research Reports Volume 8 1

IELTS RESEARCH REPORTS, VOLUME 8, 2008

National Library of Australia, cataloguing-in-publication data

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1 INTRODUCTION AND BACKGROUND

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1.2 Pedagogic considerations

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2 THE IELTS TEST IN MALAYSIA AND THE AIMS OF THIS STUDY

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1. Protocols will be developed for in-depth interviews to establish sociolinguistic backgrounds of

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Institution by code Number Total Number of Total Number of Total number

Table 1: Summary of responses by institution

3.1.2 Types of classes

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4.1.4 Teachers as ‘native/non-native speakers’ and their use of English in Malaysia

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4.1.5 Teachers’ comments on teaching approaches

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Total number of Total number of

Table 2: Summary of responses to questions 21–26 on student questionnaire

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Question 26 Item Number of responses given

If you would like to make further

Table 2: Summary of responses to questions 21–26 on student questionnaire

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Interviewer C: For example, let’s think about Task 2 Writing…

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APPENDIX 1: TEACHER INTERVIEW PROMPTS: OPEN-ENDED QUESTIONS

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APPENDIX 2: TEXT OF STUDENT QUESTIONNAIRE