The Strategy for Taking the IELTS Exam - Research Paper Example

The Strategy for Taking the IELTS Exam al Affiliation: Compare and contrast assessment principles and techniques drawn from behavioral direct instructional models and approaches versus those that would be more related to a constructivist theory or view. Elementary student level study is a step that every student must go through. International English Language Testing System offers students a chance to understand English and access numerous opportunities in life. As English is a primary language and mode of instruction, so IELTS examination is used as tool to evaluate the language proficiency of international candidates. A number of tests and examination systems are devised on globally but IELTS is the most recognized and accepted type of evaluation test. Individuals with English as a secondary language prefer to attend ESL institution to improve their English proficiency. However, majority of them fail due to improper strategies and time management issues. Instructional goal analysis: The primary goal of this instructional manual or research paper is to increase the efficiency and performance of the candidates during the IELTS exam. From examination point of view, a student must be able to score a 7 band in pre-test. Every student put his—her best effort, but at the end it is the implementation of best strategies that can help a student to secure score of 7 bands in IELTS examination. By large, it totally depends on the capability of a student to learn these strategies and apply them in the examination for best results. Even brilliant students are underestimated due to poor exam strategies and time management issue. Learning domain associated with learning goal: The prime goal is to attain a score of 7 Bands, keeping in mind this is the fundamental requirement of any top rated university throughout the globe. IELTS have four modules namely reading, writing, speaking, and listening. Proper time management for all four modules is a key to success as individual bands in each section results in a cumulative band. The test taking process entails a number of issues that needs to be understood and outlined clearly. Various tips should be followed and understood at all times. The process entails a number of actions, which include reading, listening, understanding speaking and writing (Willis, 1995).. All these processes must all be incorporated in the test taking process of the IELTS test. One of the best tips is adequate revision. Various IELTS personal testing websites include vocabulary understanding as well as taking partial tests that collectively combined lead to the eventually success and passing of the tests. It is thus crucial to ensure pass the various tests handed to one. Listening Listening is the first section of the IELTS examination. An audio tape is played and students are required to listen the conversation and answer the question mentioned on the question sheets. The recording is not repeated and once skip the content, there is no way reverse. There are various tips to passing such listening tests. The four section, thirty minutes test has largely affected a number of international students, since understanding some words if the test instructor is too fast for them to understand (Ellis, 1991). As such, some tips must be employed in the taking of this tests. 1. Listen to the recording carefully 2. Be attentive to each word, sequential vocabulary and the structure of the recording, whether it is a question, or an exclamation. 3. Use the adequate number of words that is required in the question by avoiding a lot of meaningless words to answer such a question. 4. Keep a steady flow with the hearing and questions we are attempting 5. It is crucial for one to train themselves to multitask, to write and listen at the same time. As such, when preparing for such a test, training oneself to listen and write simultaneously without affecting any part of the test is crucial. 6. Time management is also a critical issue that needs to be addressed. In the case where the question asked wasn’t clear to the test taker, passing the question and continuation to a next step is a highly advised strategy. Reading The reading section is compromised of 3 sections, all totaling up to 40 questions. The reading section is also complicated for the learners, but in most cases, majority of the students fair relatively better in this area, as compared to the listening section (Turnbull, 1995). The section takes an hour’s time for the learner’s timeline to elapse. The section also varies with the course in IELTS the learner is taking, be it academic or general knowledge. As such, some relative tips can be employed in this section. They include: 1. Read single article at a time and highlight the keywords. 2. Once done reading, look for the key words in the articles. 3. In the second phase, read the entire set of questions at the bottom 4. Try to figure out the answer by matching keywords or specific content from the passage 5. Scanning and skimming techniques are also highly applicable in this context (Pinnell et al, 1994). 6. In terms of time usage; The first passage is comparatively smaller in length. One should try to save some minutes and better to utilize this time in the third and last passage that is considerably long and time consuming (Cross, 1976). Writing This the rather dominant test that each reader must take. Presumably, in each section, writing comes in as a mandatory requirement. For academics IELTS, the students are subjected to write an essay on any random topic while second task is a descriptive explanation of any diagram, chart or picture (Alonso et al 2005). The test might be relatively complicated, since understanding English is relatively easier than speaking or conversing in it. As such, the writing and self-expression is a complex process for majority of the readers (Bybee et al, 2006). There are a few tips that can be employed for the overall success of the student in the undertakings. 1. Brainstorming is crucial. 2. Take time to think about what one is about to write before actually writing it down. 3. Connecting ideas in a sequence using spider net technique 4. Pre-adequate approach in word selection 5. At the end, while writing a conclusion, taking a strong stance in the favor or against any topic Avoid redundancy (City, 2009). 6. Time: It is advisable to spend half an hour on task one. The descriptive or explanation of a follow chart-graph must be performed in twenty minute (Chang, & Barufaldi, 1999). Remaining ten minutes are fair enough to proof read and check for errors. Speaking This last module of IELTS comprises on two sections. The first section is about introduction while in the second section, we are provided to share our knowledge on any particular topic. We are given two minutes to gather some information on any specific topic and the examiner also engages a candidate in cross questioning (Savery & Duffy, 1995). As much as writing is argued to be difficult, speaking is relatively harder for more international students than writing. The interview may last up to thirty minutes, but it is commonly seen as a 1. Being calm when speaking assists one give a composed and understandable response 2. Sticking to the point while answering the questions 3. Coherency and consistency with the questions being asked and answers expected by the invigilator 4. International students are not evaluated for pure English accent; however, selection of words and tone does matter to an examiner. 5. Practicing to have a rich vocabulary understanding is crucial prior to the test taking process. References Alonso, F., López, G., Manrique, D., & Viñes, J. M. (2005). An instructional model for web‐based e‐learning education with a blended learning process approach. British Journal of educational technology, 36(2), 217-235. Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38. Ellis, E. S. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(6), 1-24. Turnbull, A. P. (1995). Exceptional lives: Special education in todays schools. Merrill/Prentice Hall, Order Department, 200 Old Tappan Rd., Old Tappan, NJ 07675.. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS. Chang, C. Y., & Barufaldi, J. P. 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