Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test

Abstract

A key concern among language testing experts has been how a test taker’s language ability is inferred based on a single score. Defining language ability is made difficult by the influence of factors within the test taker and beyond. One underlying factor is the use of strategies. This thesis investigates test takers’ use of strategies in a simulated two-way discussion of the International English Language Testing System (IELTS) Speaking Test. Two research questions addressed in this thesis are: (1) What strategies do test takers report using in the simulated two way discussion of the IELTS Speaking Test?; and (2) How useful are these strategies in helping test takers succeed in the test task? Data was collected through stimulated recall involving 12 international university (four undergraduate and eight graduate) students in Sydney, Australia who experienced a simulated two-way discussion test task. Video and audio recordings from both the speaking test and stimulated recall, respectively, were transcribed. Overall, participants reported using 18 individual strategies: seven cognitive, six metacognitive and five communication strategies to complete the speaking test. Participants were found to have used metacognitive and cognitive strategies the most, and communication strategies the least. Strategies were found to be deployed in clusters and not in a rigid sequence while completing the speaking task. Moreover, findings suggest that strategies used did not always positively impact participants’ test response quality. The implications on test preparation teaching pedagogy, test practices and future studies are discussed.