Beyond the IELTS Test: Chinese and Japanese Postgraduate UK Experiences

Autor/inn/en	Clark, Tony; Yu, Guoxing
Titel	Beyond the IELTS Test: Chinese and Japanese Postgraduate UK Experiences
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 10, S.1512-1530 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Tony) ORCID (Yu, Guoxing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1829538
Schlagwörter	Case Studies; Masters Programs; Graduate Students; Critical Thinking; Grammar; English (Second Language); Language Tests; Second Language Learning; Foreign Countries; Foreign Students; Writing Skills; English for Academic Purposes; Writing Difficulties; Reading Writing Relationship; Writing Assignments; Student Attitudes; Writing Tests; Educational Experience; Language Proficiency; United Kingdom; Japan; China; International English Language Testing System + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kritisches Denken; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Ausland; Writing skill; Schreibfertigkeit; Schreibstörung; Schülerverhalten; Writing test; Schreibtest; Bildungserfahrung; Language skill; Language skills; Sprachkompetenz; Großbritannien; Language tests; Englisch
Abstract	This case study explores the challenges that Master's students encounter when learning to write in academic English as part of a UK postgraduate course, after having achieved the required IELTS entry score. Interviews with six Chinese and Japanese learners at different stages of the Master's study revealed more sophisticated writing difficulties than they had previously experienced. Although students were largely managing their written work overall, there were recurring challenges with critical thinking, the transition to full academic compositions, using reading to inform academic writing, presenting evidence and conveying a clear written message over demonstrating lexical or grammatical range as required in IELTS writing. Furthermore, candidates on non-standard courses (e.g. film or finance) found their assignments to be quite unfamiliar; the use of one academic test for all disciplines may be disadvantageous to some. In summary, although IELTS had provided an important first step to help students develop basic writing skills, meeting university assessment expectations necessitated considerable further progress. The required support to achieve this may be somewhat underdeveloped in the existing model of international postgraduate study, for the participants in this paper. This research follows as part of a larger project, which focussed on IELTS test preparation in China and Japan (Clark 2018). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01