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The main problem in writing argumentative essays such as assigned in IELTS is the difficulty in organizing the argument to be as efficient argument because IELTS has its own limited numbers of words in essay to response the question (IELTS, 2017). Starkey (2004) explains that an important role of writer in writing a good essay
s have addressed the problems that candidates may have with the IELTS Academic Writing test. Even the above-mentioned studies that have addressed such problems have usually focused on the test-takers’ weaknesses in the writing skill, and the authors of these studi. may thus view test-takers as being solely responsible for their scoring lowest ...
Now, to see why IELTS candidates usually score low in writing, one can see what problems IELTS candidates may have with the IELTS writing tests. However, to put it more in favor of IELTS candidates, one can also see what problems IELTS writing tests may create for test-takers. In other words, the problem of scoring low in writing may not be
The results suggested that IELTS candidates may face four main problems with the IELTS Academic Writing test: insufficient time, unclear and difficult-to-understand task instructions, "distant" topics, and overvaluation of advanced vocabulary and grammar in the scoring system. The study suggests that IELTS candidates'
many candidates undertaking IELTS. It is widely accepted that writing is a “complex and difficult skill to learn” (Uysal, 2009, p. 314). While perhaps less of a high-pressure situation than the one-on-one spoken encounter with the examiner (Issitt, 2008), undertaking the IELTS Writing test is still likely due to induce tension in candidates ...
ISSN 1916-4742 E-ISSN 1916-4750. Published by Canadian Center of Science and Education. Exploring Techniques of Developing Writing Skill in IELTS Preparatory Courses: A Data-Driven StudySeyyed Ali Ostovar-Namaghi1 & Seyyed Esmail Safaee1 1 Department of Applied Linguistics, Shahrood University of Technology, Iran Correspondence: Sey. ed Ali ...
Language Testing System (IELTS) writing Task 2. A recent study conducted by Rashtchi and Abu Bakar (2019) on 103 ESL students in Malaysia discovered that students mostly favour direct and explicit feedback and want teachers to correct as many errors as possible. These researches suggest
writing assessment methods result in positive changes in a student’s writing, a teacher’s teaching, and the design of a writing program. IELTS writing section An examination of the large-scale and high-stake English proficiency tests shows that certain tests such as TOEFL, TOEIC, PTE Academic, and IELTS have received