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Exploring Techniques of Developing Writing Skill in IELTS Preparatory Courses: A Data-Driven Study

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Title: Exploring Techniques of Developing Writing Skill in IELTS Preparatory Courses: A Data-Driven Study
Language: English
Authors: Ostovar-Namaghi, Seyyed Ali, Safaee, Seyyed Esmail
Source: English Language Teaching. 2017 10(3):74-81.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Peer Reviewed: Y
Page Count: 8
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Descriptors: Writing Skills, Writing Strategies, Experienced Teachers, Educational Strategies, Teaching Methods, Interviews, Educational Practices, Teacher Attitudes, Vocabulary Development, Grammar, Demonstrations (Educational), Phrase Structure, Scoring Formulas, Content Area Writing, English (Second Language), Second Language Instruction, Test Preparation, Language Tests, Second Language Learning, Grounded Theory
Assessment and Survey Identifiers: International English Language Testing System
ISSN: 1916-4742
Abstract: Being driven by the hypothetico-deductive mode of inquiry, previous studies have tested the effectiveness of theory-driven interventions under controlled experimental conditions to come up with universally applicable generalizations. To make a case in the opposite direction, this data-driven study aims at uncovering techniques and strategies experienced teachers use in developing IELTS candidates' writing skill rather than testing the effect of externally imposed interventions. Following the constructivist grounded theory procedures, participants' perspectives on techniques of teaching writing in IELTS preparatory courses were theoretically sampled through open-ended interviews. Iterative data collection and analysis revealed techniques such as exposing candidates to sample answers, teaching grammar and vocabulary as a prerequisite to writing, teaching prefabricated patterns, raising candidates' awareness of scoring criteria, teaching discourse markers, and encouraging learners to develop their content knowledge. The findings have clear implications for both test takers who look for effective techniques of developing their writing skills and practitioners who strive to develop candidates' writing skills in IELTS preparatory courses.
Abstractor: As Provided
Number of References: 31
Entry Date: 2017
Accession Number: EJ1130020
Database: ERIC
FullText Text:
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
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  Data: <searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Strategies%22">Writing Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Demonstrations+%28Educational%29%22">Demonstrations (Educational)</searchLink><br /><searchLink fieldCode="DE" term="%22Phrase+Structure%22">Phrase Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Formulas%22">Scoring Formulas</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Writing%22">Content Area Writing</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Preparation%22">Test Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+Theory%22">Grounded Theory</searchLink>
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  Data: Being driven by the hypothetico-deductive mode of inquiry, previous studies have tested the effectiveness of theory-driven interventions under controlled experimental conditions to come up with universally applicable generalizations. To make a case in the opposite direction, this data-driven study aims at uncovering techniques and strategies experienced teachers use in developing IELTS candidates' writing skill rather than testing the effect of externally imposed interventions. Following the constructivist grounded theory procedures, participants' perspectives on techniques of teaching writing in IELTS preparatory courses were theoretically sampled through open-ended interviews. Iterative data collection and analysis revealed techniques such as exposing candidates to sample answers, teaching grammar and vocabulary as a prerequisite to writing, teaching prefabricated patterns, raising candidates' awareness of scoring criteria, teaching discourse markers, and encouraging learners to develop their content knowledge. The findings have clear implications for both test takers who look for effective techniques of developing their writing skills and practitioners who strive to develop candidates' writing skills in IELTS preparatory courses.
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