ielts online rr 2017 2
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ielts online rr 2017 2
2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2ln Mfi**!LR!RSLl?ICUSHI Im Im I vJ••COUNCILAcknowledgementsThe authors acknowledge the role of the IELTS partners in making this study possible-The British Council provided the research grant which enabled US to conduct this study. Mina Patel at the British Council has been the best program manager ielts online rr 2017 2that any researcher would dream to have. Her professionalism, extraordinary patience and support helped enormously to bring this project to successfulielts online rr 2017 2
completion.Any opinions, findings, conclusions or recommendations expressed in this report are those of the authors and do not necessarily reflect th2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2thanks are also due to the student participants who wish to be acknowledged by name including Han Lei. Lu Ting. Ren Hao. Ren Ning, Wang Benya. Wang Xiaohan, Wu Dan. Yan Yingdi. Yang Jingya. Yu Jibin. and Yu Siqi. and the rest who wish to remain anonymous.Their commitment and enthusiasm mace this pro ielts online rr 2017 2ject possibleFundingThis research was funded by the IELTS Partners: British Council. IDP: IELTS Australia and Cambridge English Language Assessment. Tielts online rr 2017 2
he grant vzas awarded in Round 18. 2013.Publishing detailsPublished by the IELTS Partners: British Council. IDP: IELTS Australia and Cambridge English2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2do not represent the views of IELTS. The publishers do not accept responsibility for any of the claims made in the research.«wwvz.ielts.orgIELTS Research Reports Online Series 2017/2iIntroductionThis study by Guoxing Yu, Lianzhen He and Talia Isaacs was conducted with support from the IELTS partners ielts online rr 2017 2, as part of the IELTS joint-funded research program. Research funded by the British Council and IDP: IELTS Australia under this program complement thielts online rr 2017 2
ose conducted or commissioned by Cambridge English Language Assessment, and together inform the ongoing validation and improvement of IELTS.A signific2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2ding. After undergoing a process of peer review and revision, many of the studies have been published in academic journals, in several lELTS-focused volumes in the Studies in Language Testing series (http://www.cambridgeenglish org'silt). and in IELTS Research Reports Since 2012. in order to facilit ielts online rr 2017 2ate timely access, individual research reports have been made available on the IELTS website immediately after completing the peer review and revisionielts online rr 2017 2
process.The present study extends earlier work by the first author on the cognitive processes involved in producing a response for IELTS Academic Wri2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2s while writing. While the researchers were careful to put in control conditions and to triangulate their data, there is always the risk that the act of verbalising the process changes the process. With that in mind, this study uses eye-tracking as the main data collection tool so that test-takers’ ielts online rr 2017 2cognitive processes can be investigated in a natural manner with little methodological interference from data collection.The two studies came to veryielts online rr 2017 2
similar conclusions. The use of eye-tracking data adds the ability to quantify and provide empirical evidence for some of those findings. For example 2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2. It would seem that, as intended, the task is substantially a writing task, even if some multi-modal reading is involved.By tracking eye movements, the researchers were also able to show that test-takers followed essentially the same composing process, no matter their ability level. This observatio ielts online rr 2017 2n raises interesting questions about the nature of writing ability, and is something that theorists and researchers can pursue in the future, in orderielts online rr 2017 2
to further develop the construct of writing.Another finding was that test-takers in the study were equally familiar with different types of graphs. I2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2at people who can read bar graphs can read line graphs can read pie charts and so on. The latter seems more likely. The study shows that test-takers’ interactions with the graphs reflected • cognitive naturalness’ (Zacks & Tversky. 1999). That is. test-takers were very much aware that "the type of g ielts online rr 2017 2raph indicates what kind of information is normally included in the graph and also determines how [they] would process such information and how they wielts online rr 2017 2
ould present their understandings in their writings'. If test-takers are. in fact, equally adept at reading different types of graphs, then the use of2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2 valid.At the end of the day, it is probably impossible to control for every possible factor in in the design of performance assessment tasks An example from this study makes the point: some candidates consider having more graph features a good thing because It gives them more to write about, wherea ielts online rr 2017 2s others think it's a bad thing because It gives them too much to process. Test-takers are individual, and no task will be equally to everyone's prefeielts online rr 2017 2
rence, but such is writing in real life But as for possible large sources of variance and unfairness which a wel-made test should consider, this study2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2r Cambridge English Language AssessmentReferencesYu. G.. Rea-Dickins, P.M. & Kiely. R. (2011).The cognitive processes of taking IELTS Academic Writing Task 1. IELTS Research Reports. Volume 11 (pp. 373-449). I DP: IELTS Australia and British Council.Zacks. J. & Tversky. B. (1999). Bars and lines: A ielts online rr 2017 2study of graphic communication Memory and Cognition. 27(6). 1073-1079.«www.ielts.orgIELTS Research Reports Online Series 2017/2iiThe cognitive processielts online rr 2017 2
es of taking IELTS Academic Writing Task 1: An eye-tracking studyAbstractYu, Rea-Dickins and Kiely (2011) used concurrent thinking-aloud as the main r2017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrl ielts online rr 2017 2employed an eye-tracking system (Tobii X2-60) with retrospective stimulated individual interviews and focus-group discussions as the major data collection tools to examine: ielts online rr 2017 22017/2IELTS Research ReportsOnline SeriesThe cognitive processes of taking IELTS Academic Writing Task 1: An eye-tracking studyFl_ I Si•• BRITISH ajrlGọi ngay
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