Learning Objectives of IELTS Listening and Reading Tests: Focusing on Revised Bloom’s Taxonomy مقاله

نویسنده: Baghaei، Samira ؛ Yamini، Mortaza ؛

نویسنده مسئول: Bagheri، Mohammad Sadegh ؛

Research in English Language Pedagogy Winter and Spring 2021 - Number 16 رتبه: A/ISC (‎18 صفحه - از 182 تا 199 )

کلیدواژه ها: reading Listening IELTS Learning objective Revised Bloom’s Taxonomy Learning objective

چکیده:

The quantitative-qualitative content analysis study reported in this paper investigated if there was any significant difference between the listening and reading sections of IELTS tests with regard to the representation of learning objectives of Revised Bloom’s taxonomy. For this purpose, 16 Academic IELTS listening and reading tests from Cambridge IELTS Academic: Authentic Practice Tests (IELTS 12, 13, 14, and 15) were selected as the material of the study. The content of the tests was codified based on a coding scheme developed by the researchers. The reliability of the coding was evaluated through the inter-coder and intra-coder reliability analyses. The frequency, Chi-square and Cramer's V tests were employed to analyze the data.The results indicated that IELTS listening and reading tests mostly included Understanding Factual and Conceptual Knowledge, respectively. Furthermore, the results showed that there was a substantial difference between IELTS listening and reading tests with regard to the inclusion of learning objectives. It was concluded that the listening and reading tests of IELTS assessed different learning objectives. The implications of the study suggest that IELTS candidates, teachers, and researchers should take the different learning objectives represented in IELTS listening and reading tests into consideration.

خلاصه ماشینی:

Learning Objectives of IELTS Listening and Reading Tests: Focusing on Revised Bloom’s Taxonomy Samira Baghaei 1, Mohammad Sadegh Bagheri 1,*, Mortaza Yamini 2 1 Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran 2 Zand Institute of Higher Education, Shiraz, Iran Submission date: 5 December, 2020 Acceptance date: 18 January, 2021 Abstract The quantitative-qualitative content analysis study reported in this paper investigated if there was any significant difference between the listening and reading sections of IELTS tests with regard to the representation of learning objectives of Revised Bloom’s taxonomy. Due to the determining role of IELTS tests in test takers’ lives and language teaching and learning practices, the present study aimed at shedding further light on this issue by examining if there was any significant difference between IELTS listening and reading tests in their inclusion of learning objectives provided in the Revised Bloom’s Taxonomy. The results can be used as a reference framework to IELTS applicants to understand the learning objectives and the cognitive processes included in the IELTS listening and reading tests. How do listening and reading tests of IELTS differ in terms of the representation of learning objectives presented in Revised Bloom’s taxonomy? 4. 2 Coders IELTS listening and reading test items were coded by three coders (three researchers of the present study): a PhD candidate and two university professors of Teaching English as a Foreign Language (TEFL). 6. Discussion The main goal of the current research was to compare the IELTS listening and reading tests with respect to the inclusion of learning objectives represented in the Revised Bloom’s taxonomy.

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