Vietnamese Learners’ Performance in The IELTS Writing Task 2
Problems, Causes, and Suggestions
DOI:
https://doi.org/10.54855/ijte.222111Keywords:
IELTS Writing Task 2, IELTS Band Descriptors, Writing Problems, Causes, Writing SuggestionsAbstract
IELTS is popular in Vietnam thanks to its reliability and applicability. Writing task 2 has been acknowledged to be the most challenging for IELTS learners. However, in Vietnam, not much research has attempted to investigate in an in-depth manner as to what are the problems, causes, and consequently the suggestions of such a notion. The research hence aims to investigate the phenomenon in a more thorough, empirical manner. To this end, the study employed the participation of 205 IELTS learners from two language centers in Ho Chi Minh city to provide their opinions regarding the problems, causes, and recommendations deemed the most pressing, acute, and beneficial, respectively. With convenience sampling and survey being the chosen research design, the research was quantitative in nature, producing numerical data as a result. Further analysis conducted via comparing the means of the items listed in the questionnaire yielded based on the IELTS band descriptors managed to discover a series of problems, causes, and suggestions considered the most relevant to the Vietnamese learners concerning IELTS writing task 2. The research thus served as the basis for teachers and learners of IELTS writing task 2 to identify the recurrent issues and provide relatable approaches.
References
Abe, M. (2008). exploring the role of model essays in the IELTS writing test: A feedback tool (Master’s thesis, University of Queensland, Queensland, Australia). Retrieved from https://www.researchgate.net/publication/255613589
Alavi, S. M., Nemati, M., & Dorri Kafrani, J. (2020). Error gravity analysis of IELTS students’ academic writing task 2. International Journal of Language Studies, 14(1), 141–154.
Ameri-Golestan, A., & Nezakat-Alhossaini, M. (2013). Efficacy of explicit teaching and consciousness-raising in IELTS writing. Procedia - Social and Behavioral Sciences, 70, 853–858. https://doi.org/10.1016/j.sbspro.2013.01.130
Awwalia, L., & Suhardi, S. (2020). Cohesive devices analysis: Mind your writing texture! Eralingua, 4(2), 174–183. https://doi.org/10.26858/eralingua.v4i2.13102
Bagheri, M. S., & Riasati, M. J. (2016). EFL graduate students’ IELTS writing problems and students’ and teachers’ beliefs and suggestions regarding writing skill improvement. Journal of Language Teaching and Research, 7(1), 198–209. http://dx.doi.org/10.17507/jltr.0701.23
Bagheri, M. S., & Zare, M. (2009). the role of using IELTS model essays in improving learners’ writing and their awareness of writing features. Journal of English Language Studies, 1(1), 115–130. Retrieved from https://www.sid.ir/en/journal/ViewPaper.aspx?id=221135
Bishop, N. B. (2011). Model essay as a feedback tool in task 2 of the IELTS writing exam instruction for Slovene students. English Language Overseas Perspectives and Inquiries, 8(1), 91–105. https://doi.org/10.4312/elope.8.1.91-105
British Council. (n.d.). IELTS task 2 writing band descriptors (public version). Retrieved from https://takeielts.britishcouncil.org/sites/default/files/ielts_task_2_writing_band_descriptors.pdf
Brown, J. D. H. (1998). Does IELTS preparation work? An application of the context-adaptive model of language program evaluation (Research Report No. 01.2). London, England: The British Council. Retrieved from IELTS Research Reports website: https://www.ielts.org/-/media/research-reports/ielts_rr_volume01_report2.ashx
Callegaro, M., Manfreda, K. L., & Vehovar, V. (2015). Web survey methodology. London, UK: Sage.
Charge, N., & Taylor, L. B. (1997). Recent developments in IELTS. ELT Journal, 51(4), 374–380. https://doi.org/10.1093/elt/51.4.374
Clapham, C. (1996). The development of IELTS: A study of the effect of background on reading comprehension. New York, NY: Cambridge University Press.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Croasmun, J. T., & Ostrom, L. (2011). Using Likert-type scales in the social sciences. Journal of Adult Education, 40(1), 19–22. Retrieved from https://files.eric.ed.gov/fulltext/EJ961998.pdf
Cullen, P. (2017). The key to IELTS success. Retrieved February 27, 2021, from https://ieltsweekly.com/product/ielts-teacher-the-key-to-ielts-success/
Ebrahimi, M. R., Khoshsima, H., & Zare-Behtash, E. (2018). The impacts of emotional intelligence enhancement on Iranian intermediate EFL learners writing skill. International Journal of Instruction, 11(1), 437–452. Retrieved from https://eric.ed.gov/?id=EJ1165236
Farahani, M. V., & Pahlevansadegh, V. (2019). Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners: a learner corpus-based perspective. Journal of Applied Research in Higher Education, 11(3), 538–558. https://doi.org/10.1108/JARHE-10-2018-0222
Farid, A., & Saifuddin, M. (2018). Designing IELTS writing material for learners with low level of English proficiency based on needs analysis. Journal of Research in Foreign Language Teaching, 1(1), 49–61. Retrieved from https://core.ac.uk/download/pdf/289245022.pdf
Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education. New York, NY: McGraw-Hill.
Ganji, M. (2009). Teacher-correction, peer-correction and self-correction: Their impacts on Iranian students' IELTS essay writing performance. The Journal of Asia TEFL, 6(1), 117–139. Retrieved from https://www.researchgate.net/publication/268447879_Teacher-correction_Peer-correction_and_Self-_correction_Their_Impacts_on_Iranian_Students%27_IELTS_Essay_Writing_Performance
Griffee, D. T. (2012). An introduction to second language research methods: Design and data. TESL-EJ Publications.
Hummel, K. M. (2014). Introducing second language acquisition: Perspectives and practices. Chichester, UK: WILLEY Blackwell.
IELTS (n.d.). IELTS performance for test-takers 2019. Retrieved February 27, 2021, from https://www.ielts.org/for-researchers/test-statistics/test-taker-performance
IELTS (n.d.). IELTS: Home of the IELTS English language test. Retrieved February 27,2021, from https://www.ielts.org/
Khodabakhshzadeh, H., & Samadi, F. (2018). The effect of collaborative writing on Iranian EFL learners’ task achievement in writing and their perception. International Journal of Applied Linguistics & English Literature, 7(1), 113–119. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.113
Kordos, M., & Vojtovic, S. (2016). Transnational corporations in the global world economic environment. Procedia - Social and Behavioral Sciences, 230, 150–158. https://doi.org/10.1016/j.sbspro.2016.09.019
Liu, F., & Deng, Z. (2019). Production-oriented approach to IELTS writing task 2. Journal of Literature and Art Studies, 9(11), 1200–1211. doi: 10.17265/2159-5836/2019.11.012
Ly, T. Q. (2010). An investigation into how to use linking words in the development of speaking and writing skills for the IELTS examination (Master’s thesis, Vietnam National University, Hanoi, Vietnam). Retrieved from https://repository.vnu.edu.vn/handle/VNU_123/40083
Marashi, S. M. (2021). Impact of teaching cohesive devices to Iranian EFL learners: Case of IELTS writing task 2 examination. Journal of Linguistics Literature and Language Teaching, 6(2), 115–126. https://doi.org/10.32505/jl3t.v6i2.2050
Mickan, P., & Slater, S. (2003). Text analysis and the assessment of academic writing (Research Report No. 04.2). London, England The British Council. Retrieved from IELTS Research Reports website: https://www.ielts.org/-/media/research-reports/ielts_rr_volume04_report2.ashx
Mohseni, A., & Satariyan, A. (2013). Vocabulary focused language learning on IELTS writing skill development: A case study. The Iranian EFL Journal, 9(1), 206–217. Retrieved from https://www.researchgate.net/publication/288592315_Vocabulary_Focused_Language_Learning_on_IELTS_Writing_Skill_Development_A_Case_Study
Müller, A. (2015). The differences in error rate and type between IELTS writing bands and their impact on academic workload. Higher Education Research & Development, 34(6), 1207–1219. https://doi.org/10.1080/07294360.2015.1024627
Nguyen, H. T., & Tran, T. T. (2018). An investigation into the Vietnamese EFL learners’ attitudes towards the IELTS listening test. Paper presented at the 10th International ELT Research Conference, Konyaaltı, Antalya, Turkey. Abstract retrieved from http://bilkonturizm.com.tr/dev/ELTOCS/index.php/eltresearch/eltresearch/paper/view/73
Noor, H. A. (2020). A probe into the different aspects of ‘validity’ and ‘reliability’ of IELTS writing test. International Journal of English Literature and Social Sciences, 5(4), 968–972. Retrieved from https://ijels.com/
Panahi, R., & Mohammaditabar, M. (2015). The strengths and weaknesses of Iranian IELTS candidates in academic writing task 2. Theory and Practice in Language Studies, 5(5), 957–967. http://dx.doi.org/10.17507/tpls.0505.10
Pearson, W. S. (2018). Written corrective feedback in IELTS writing task 2: Teachers’ priorities, practices, and beliefs. The Electronic Journal for English as a Second Language, 21(4), 314–320. Retrieved from https://files.eric.ed.gov/fulltext/EJ1172568.pdf
Pratiwi, D. I., Faridi, A., & Hartono, R. (2016). The implementation of mind mapping strategy to teach writing in IELTS preparation class. Lembaran Ilmu Kependidikan 45(1), 33–41. Retrieved from http://journal.unnes.ac.id/nju/index.php/LIK
Safari, S., & Bagheri, B. (2017). A comparative study of strategy instrument through process vs. Product writing on IELTS writing performance of Iranian EFL learners. Journal of Teaching English Language Studies, 5(3), 18–33. Retrieved from http://www.iaujournals.ir/article_534531_5d5b0776456f6cfebeb2b0245a18ea5e.pdf
Slater, S. (2002). The IELTS writing test: Test issues and teaching strategies. Heian Jogakuin University Journal, 2, 115–131. Retrieved from https://st.agnes.repo.nii.ac.jp/?action=pages_view_main&active_action=repository_view_main_item_detail&item_id=1187&item_no=1&page_id=13&block_id=31
Tran, T. T. (2016). An action research study on a process-genre approach to teaching IELTS writing task 2 to non-English major students at band 4.5-5.5 in a Vietnamese university setting (Master’s thesis, Vietnam National University, Hanoi, Vietnam). Retrieved from https://repository.vnu.edu.vn/bitstream/VNU_123/14112/1/04051001299.pdf
Tran, T. T., & Truong, D. M. D. (2021). The Influence of Single-Clause Sentences on IELTS Writing Task 2 Band Score. International Journal of TESOL & Education, 2(1), 23–39. https://doi.org/10.54855/ijte2202012
Trinh, T. L. A., Tran, T. K. N., Vo, T. B. N., & Huynh, T. T. S. (2021). The Difference Effects of Paper Dictionaries vs. Online Dictionaries. AsiaCALL Online Journal, 12(3), 28–38. https://asiacall.info/acoj/index.php/journal/article/view/34
University of Cambridge Local Examinations Syndicate. (2004). IELTS handbook. Manchester, United Kingdom: Author.
Uysal, H. H. (2009). A critical review of the IELTS writing test. ELT Journal, 64(3), 314–320. https://doi.org/10.1093/elt/ccp026
Vu, D. V. (2017). An empirical study on negative transfer in Vietnamese tertiary EFL learners’ English writing. Journal of Teaching English for Specific and Academic Purposes, 4(5), 661–668. DOI: 10.22190/JTESAP1704661V
Wilson, J. (2010). Recent IELTS materials. ELT Journal, 64(2), 219–232. https://doi.org/10.1093/elt/ccq012
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Nhon H. Nguyen, Khoi D. Nguyen
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
How to Cite
