خلاصة:
The aim of this study was to discover teaching practices and strategies employed in IELTS preparatory courses taught via strategy-based vs. nonstrategy-based instruction in Isfahan, Iran. In so doing, two preparatory courses: strategy-based vs. nonstrategy-based instruction were selected. Courses were observed by employing Communicative Orientation of Language Teaching (COLT) which is a standard observation scheme (Hayes, 2003). The results revealed that positive washback was observed in both strategy-based and nonstrategy-based classes and candidates in strategy-based group outperformed their counterparts in nonstrategy-based group in reading and writing section of IELTS. In contrast, nonstrategy-based group performed significantly better in speaking section. There was, however, no significant difference between the two groups' performance on the listening section of the test. The findings of the study will have implications for both IELTS teachers and preparation centers in determining effective teaching methods for the courses they offer.
ملخص الجهاز:
2. Literature Review Research investigating the consequential validity of the IELTS Test has considered washback on teaching practices (Green 2006a, 2007; Mickan & Motteram, 2008), teaching materials (Saville & Hawkey, 2004), learners’ approaches to test preparation (Brown, 1998; Elder & O'Loughlin, 2003; Green, 2007; Read & Hayes, 2003; Mickan & Motteram, 2009), learners' perspectives on IELTS preparatory course expectations and outcomes (Green 2006a) and score gain (Elder & O'Loughlin, 2003; Green, 2007; Humphreys et al.
Consistent with the findings of Hayes and Read (2004), this study also showed that preparatory courses are mainly teacher-centered and test-oriented.
In accordance with Alderson and Hamp-Lyons' (1996) study in the TOEFL context, this study revealed that teachers' practices in IELTS preparatory courses may be based on the test or the other way round.
After coding the observation schemes the percentage of time devoted to each category under COLT in strategy-based and nonstrategy-based classes were compared.
1 Teaching Practices and Strategies The categories under the observation scheme used in this study, that is, COLT were coded based on the time devoted to each category and subcategory during the whole class time.
Discussion This study attempted to investigate different teaching practices and strategies used in IELTS preparatory courses in Isfahan, Iran.
This is in line with study conducted by Elder and O'Loughlin (2003) which claimed that using interactive tasks and group work comparing to teaching strategies have more significant effect on candidates' performance in speaking section of IELTS.