The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University

Cyril Weir; Roger Hawkey; Antony Green; Aylin Unaldi; Sarojani Devi

The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University

Cyril Weir, Roger Hawkey, Antony Green, Aylin Unaldi, Sarojani Devi

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.

Original language	English
Title of host publication	IELTS Collected Papers 2
Subtitle of host publication	Researching in reading and listening assessment
Editors	L. Taylor, C. J. Weir
Place of Publication	Cambridge
Publisher	Cambridge University Press
Chapter	1
Pages	37-119
Number of pages	73
Volume	34
Edition	1
ISBN (Print)	9781107602649
Publication status	Published - 1 Mar 2012
Externally published	Yes

Publication series

Name	Studies in Language Testing
Publisher	Cambridge University Press
Volume	34

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

Weir, C., Hawkey, R., Green, A., Unaldi, A., & Devi, S. (2012). The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University. In L. Taylor, & C. J. Weir (Eds.), IELTS Collected Papers 2: Researching in reading and listening assessment (1 ed., Vol. 34, pp. 37-119). (Studies in Language Testing; Vol. 34). Cambridge University Press.

Weir, Cyril ; Hawkey, Roger ; Green, Antony et al. / The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University. IELTS Collected Papers 2: Researching in reading and listening assessment . editor / L. Taylor ; C. J. Weir. Vol. 34 1. ed. Cambridge : Cambridge University Press, 2012. pp. 37-119 (Studies in Language Testing).

@inbook{5296717be1964f4395fccfd7a2314828,

title = "The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University",

abstract = "This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.",

keywords = "reading, language assessment, language testing, listening",

author = "Cyril Weir and Roger Hawkey and Antony Green and Aylin Unaldi and Sarojani Devi",

year = "2012",

month = mar,

day = "1",

language = "English",

isbn = "9781107602649",

volume = "34",

series = "Studies in Language Testing",

publisher = "Cambridge University Press",

pages = "37--119",

editor = "L. Taylor and Weir, {C. J. }",

booktitle = "IELTS Collected Papers 2",

address = "United Kingdom",

edition = "1",

}

Weir, C, Hawkey, R, Green, A, Unaldi, A & Devi, S 2012, The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University. in L Taylor & CJ Weir (eds), IELTS Collected Papers 2: Researching in reading and listening assessment . 1 edn, vol. 34, Studies in Language Testing, vol. 34, Cambridge University Press, Cambridge, pp. 37-119.

The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University. / Weir, Cyril; Hawkey, Roger; Green, Antony et al.

IELTS Collected Papers 2: Researching in reading and listening assessment . ed. / L. Taylor; C. J. Weir. Vol. 34 1. ed. Cambridge : Cambridge University Press, 2012. p. 37-119 (Studies in Language Testing; Vol. 34).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University

AU - Weir, Cyril

AU - Hawkey, Roger

AU - Green, Antony

AU - Unaldi, Aylin

AU - Devi, Sarojani

PY - 2012/3/1

Y1 - 2012/3/1

N2 - This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.

AB - This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.

KW - reading

KW - language assessment

KW - language testing

KW - listening

UR - https://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/ielts-collected-papers-2/ielts-collected-papers-2-research-reading-and-listening-assessment-paperback?isbn=9781107602649&format=PB

M3 - Chapter

SN - 9781107602649

VL - 34

T3 - Studies in Language Testing

SP - 37

EP - 119

BT - IELTS Collected Papers 2

A2 - Taylor, L.

A2 - Weir, C. J.

PB - Cambridge University Press

CY - Cambridge

ER -

Weir C, Hawkey R, Green A, Unaldi A, Devi S. The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University. In Taylor L, Weir CJ, editors, IELTS Collected Papers 2: Researching in reading and listening assessment . 1 ed. Vol. 34. Cambridge: Cambridge University Press. 2012. p. 37-119. (Studies in Language Testing).

The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in the first year of their courses at a British University

Abstract

Publication series

UN SDGs

Other files and links

Cite this