High-Stakes Test Preparation in Iran: The Interplay of Pedagogy, Test Content, and Context

Abstract

Previous work on high-stakes test preparation (henceforth TP) in English as a Foreign Language (EFL) contexts is sparse and has mostly focused on teachers’ perceptions of test influence on the content and outcome of preparation courses linked to them. Certain studies, however, show that context-specific elements, such as stakeholders’ perceptions and social/political realities of the setting, equally influence TP. This implies that a high-stakes test used in different contexts could potentially lead to different TP practices. Adopting a qualitative approach, this study investigates the nature of language instruction in an International English Language Testing System (IELTS) preparation center in Iran, a context where high-stakes TP is widely practiced but whose nature is rarely studied. Research questions address the nature of TP practices and how it relates to the test content in this context, as well as the stakeholders’ perceptions of the test and their effects on the choice of instructional activities, content, methods, and strategies in TP courses. Data were gathered through questionnaires, interviews, observations, and focus-group interviews in ten-week-long IELTS preparation courses offered in a major TP center. A total of 56 test takers, 6 teachers, and 3 test center administrators participated in the study. The results, analyzed qualitatively and triangulated through cross-verification, point to the test center and its culture shaping the orientation of TP courses. Whereas the focus of TP is found to be on the test demands, instructional practices go beyond test-inspired activities, reflecting certain contextual factors such as students’ goals and needs, teachers’ experience, belief in second language (L2) learning, and stakeholders’ awareness of learners’ needs.

Appendices

Appendix 1

1.1 Administrator Interview

Appendix 2

2.1 Teacher Interview

Appendix 3

3.1 Student Questionnaire (English Version)

Appendix 4

Appendix 5

5.1 Student Group Interview

Appendix 6

TEACHER INTERVIEW RESULTS

(cross-checked against parallel data)

Teachers’ perceptions of	Source
	Teacher interviews (#of respondents)	Class observations	Students’ questionnaire and focus-group interviews
Qualifications to teach TP	• COMMAND of English (6); ability to transfer knowledge (4); rapport with students (2), classroom management (2); teaching experience (5); familiarity with test (6); yield results (3)		Q: “qualified teachers” (51%) main reason for choosing this center FGI: ‘competent teachers’
The test (IELTS)	• Appropriate for admission (3): measures GE and four abilities • Inappropriate for admission (3): doesn’t measure language, subjective scoring of oral and written abilities, listening section lacks context	• Clear, direct, frequent references to test content/tasks while teaching; some deductive grammar (teachers digress to teach common grammatical problems) • Exact IELTS tasks/questions as class activity or homework	FGI: IELTS extremely important to future plans/immigration; stressful; at least a 6.5 score needed; not necessarily measuring language abilities
What the students should focus on	• Improving GE (5); strategy use and practice (2); defining their language learning goals (2); use multiple learning resources (1)	• Brought test instructions to students’ attention; form-focused approach for grammar; correct pronunciation; accuracy feedback after practicing each task	Q: ranked “four skills” (39%) followed by “speaking” (34%) as skills the teachers should focus on
Important abilities to promote	• Familiarity with test method/content (1); four abilities (3); reading (2)	• Four skills practiced and promoted in class; grammar and vocabulary mostly taught as part of reading and listening comprehension activities	Q: ranked “test-taking techniques” (45%) followed by “four abilities” (27%) for TP class; “speaking” most important for passing the test (29%) FGI: proficiency alone not enough for success, test-taking techniques and familiarity with test format crucial
Own teaching method	• Integration of four skills (2), communication strategies (1); needs-based (1); GE (5), test-based teaching/test-taking strategies (3); individualized training (1)	• Communicative method; occasional deductive teaching of grammar; L2 at all times; students’ mistakes explicitly explained	Q: teachers’ current approach is helpful; current teaching methods used
Teaching TP vs. GE courses	• Language abilities fundamental to both (1); different approach for TP because of life-changing consequences (2); strategy training for TP vs. cramming of rules/words in GE (2); test-taking techniques (1); TP is test-based (1); frequent practice tests for TP (1)	• TP activities mostly test-oriented; practice four language skills • No observation data from GE courses	Q: different courses (91%); TP courses also improve GE proficiency (86%) vs. GE courses helps pass IELTS (32%) FGI: very different in nature; cramming doesn’t work for IELTS; TP process and test-taking skill matters
TP and language proficiency	• TP courses also improve proficiency (6); teacher’s methodology, teaching activities and materials play a role too (3)	• Classroom activities represent four skills; simulate test format; • Recommended out-of-class activities mostly help with fluency and communicative ability	FGI: TP helps proficiency; GE courses don’t help IELTS success
Teaching materials	• Pre-determined materials (6); teachers choose course activities based on students’ level/needs (4); supplementary materials based on students’ needs (2)	• IELTS official materials; students’ writing used as practice materials (common problems discussed; students justify use of forms/vocabulary/ideas)	Q: 55% use IELTS-related supplementary materials FGI: materials for “speaking” useful but not sufficient; more audio/video materials needed
Teaching activities	• Test-oriented activities (5); timed practice-tests (1); GE practice (2); give results (3)	• Class activities reflect test tasks and real-life; writing activities reflect test format; in-depth analysis of students’ performance (what to do/not to do in real test)	Q: ranked “test-oriented activities (12.5%)”; followed by “keep doing what they are doing” (11%) FGI: teaching activities directly related to test
Recommended out-of-class activities	• Practice tests (2); practice four skills (2); reading all the time (1); formulaic phrase bank (1); use internet resources (2); recommendations tailored to individual needs (1)	• Homework assigned based on IELTS workbook; promote reading “as much as possible” in English	Q: involved in out-of-class activities (35%) ranked “internet” (52%), “TV” (45%), “reading” (25%) as top choices FGI: online IELTS practice material; music and movies; reading all sorts of materials online; group conversations
Strategies to promote	• Reading strategies (5); test-taking tips (2); communication strategies similar to those in GE (2)	• Both communication and test-taking strategies; skill related strategies frequently taught	FGI: teachers’ tips (formulaic patterns, listening/reading strategies, recording ourselves) help perform better
TP students	• Motivated to pass the test (4); just pass the test not learn English (1); not as fun as GE students (1); hard-working, serious, rarely give up or drop out (2)	• Participate in class activities; rarely missing the course; follow instructions; volunteer their written work/oral responses for analysis in class; not everyone gets a chance to speak because of time limit; take notes consistently	FGI: our learning guided by need to succeed, personal and collective motivation; teachers’ energy, center’s culture and force
Test center	• Quality-oriented (1); high standards/training for teachers/common goal (2); dynamic and professional environment (3); everything under control (1); pre-selected materials (1); students’ feedback/needs valued (1); friendly relationships (2)		Q: ranked center strengths as “qualified teachers” (51%); “original IELTS materials” (34%); “practice IELTS tests” (29%); “well-organized” (20%); “success rate” (16%) FGI: positive experience: relationship with teachers/staff; experienced teachers; organized, but short class time
Comments/observations	• Would not stick to specific materials/activities/methods and would choose what necessary to help students (1); students’ needs should come first (1); materials should match those used in other countries (1); have taken the test myself (1); teachers should be very familiar with the test (2)		• Four skills should be focused on/practiced in depth; no exposure to English in Iran so oral abilities especially important; separate classes for different skills; should focus on students’ weaknesses/problems and needs

Appendix 7

STUDENT QUESTIONNAIRE AND FOCUS-GROUP RESULTS

(cross-checked against parallel data)

Students’ perceptions	Source
	Student questionnaire	Student focus-group Interviews	Observations
Why take TP courses/IELTS	• Education abroad (70%); work abroad (41%); immigration (21%); learn English (37%)	• Education abroad; immigration • Improving proficiency (TP helps GE development better than other courses) • IELTS extremely important to future plans; stressful; immigration depends on it; need a minimum 6.5 score; test doesn’t necessarily measure language abilities so training is necessary
Why this center	• Qualified teachers (51%); original IELTS materials (34%); practice IELTS tests (29%); well-organized (20%); success rate (16%)	• Positive experience: relationship with teachers/staff; experienced teachers; organized, but short class time • Referral from others
Own motives	• Education abroad (70%); work abroad (41%); immigration (21%); learn English (37%)	• Students’ learning behavior guided by need to succeed, personal and collective motivation; teachers’ energy, center’s culture and force	• Students participate in all class activities; rarely miss the course; follow instructions; volunteer their written work/oral responses for class practice but not everyone gets a chance to speak because of time limit; take notes consistently
Expect the TP to focus on	• “Test-taking techniques” (45%) followed by “four abilities” (27%); “speaking” (25%); “vocabulary” (16%); “listening” (12.5%); “writing” (12.5%)	• Proficiency alone not enough for success, test-taking techniques and familiarity with test format crucial • Integration of skills in class not productive; students in Iran learn a lot of grammar and vocabulary but cannot speak in English; TP should focus on skills students lack	• Teachers occasionally focus on and explicitly teach grammatical points highlighted in IELTS material • Class instruction covers four skills; none of the classes observed focused on just one skill
Expected teacher activities	• Four skills (39%); speaking (34%); writing (30%); reading (12.5)	• ‘Speaking’ and ‘writing’ most important skills to prepare for • Out-of-class oral practice helps but students need to practice speaking with teacher supervision to make sure they use correct socio-cultural references	• Plenty of interactional activities related to four skills but no prolonged focus on any particular skill • Activities mostly test-related
Choice of out-of-class activities	• 35% involved in out-of-class activities like “internet” (52%), “TV” (45%), and “reading” (25%)	• Online IELTS practice material; music and movies; reading all sorts of materials online; group conversations	• Homework assigned based on IELTS workbook; promote reading “as much as possible” in English • Reading comprehension assignments • Writing and grammar assignments directly related to test
TP activities and the test	• Four kills tested by IELTS should be practiced in class • Course should address students’ weaknesses/problems/language needs	• Class activities related to the test • Four skills should be focused on/practiced in depth; • Oral section of the test especially difficult for students; no exposure to English in Iran, separate classes entirely devoted to oral practice and a lot of feedback needed	• Clear, direct, frequent references to parts of the test while teaching; some grammar discussions not test-directed (teachers digress when they notice a grammatical point is a common problem for students); teachers use exact IELTS tasks/questions as class activity or homework; constantly provide test-taking tips
Preferred teacher method	• Teachers’ current approach is helpful; focus on most recent teaching methods; use of technology	• Teachers’ methodology helps with test preparation; but class periods are too short to fully practice skills	• Mostly communicative method; deductive teaching of grammar at times; always English in class • Real-time feedback on students written/oral production in class; students’ mistakes explicitly explained
Preferred TP materials	• IELTS original materials for all skills/sub-skills • IELTS-related supplementary materials (55%)	• “Speaking” material useful but not sufficient; more authentic materials audio/video/movies needed	• IELTS official materials used; students’ writing used for class practice (common problems discussed; students justify their use of forms/vocabulary/ideas)
Other ways of preparation for IELTS	• Among those involved in out-of-class activities (35%): “internet” (52%), “TV” (45%), “free reading” (25%)	• Online IELTS practice material; music and movies; reading various texts online; group conversations	• Homework assigned based on IELTS workbook; promote reading ‘as much as possible’ in English
Use of L2 in/out-of-class	• Out-of-class L2 use (86%) boosts proficiency; L2 by teacher (64%) helps mastery of English; both L1 and L2 in class (36%) ensures comprehension	• Teachers encourage students to think in English; students need to know more about L2 culture • Need teachers’ feedback on language use	• Students and teachers use L2 in class • Some sporadic use of L1 by students; teacher reacts in L2
Most important for test success	• Speaking (29%) important for success but writing the most useful aspect of TP courses (34%) • 25% would improve the “speaking” content of the course	• Students need guidance and practice for speaking and writing abilities • Students need more real-life material than IELTS texts provide (need to understand L2 culture), videos and movies very helpful but more materials needed	• Most homework based on IELTS materials and texts
IELTS vs. GE courses	• Learning practices are different (91%); 63% previously taken GE courses • TP courses also improve GE (86%) vs. 32% who think GE courses help pass IELTS	• Very different in nature; cramming doesn’t work for IELTS; TP process and test-taking skills matter • TP helps proficiency but GE courses don’t help pass IELTS	• Most TP activities test-oriented and practice four skills • No observation data from GE courses
Strategy training	• Test-taking techniques a priority (45%)	• Teachers’ tips (formulaic patterns, listening/reading strategies, recording ourselves, etc.) help perform better	• Both communication and test-taking strategies; skill-related strategies frequently highlighted while teaching