A CRITICAL REVIEW OF THE IELTS IMPACT ON ACADEMIC PERFORMANCE, THE CASE OF ASIAN STUDENTS AT ENGLISH SPEAKING UNIVERSITIE

Abstract

In recent years, IELTS test, being internationally recognized testing system of English proficiency has been integrated into university enrolment procedures in almost all English-speaking countries where people use English as a main means of communication. The paper will provide an analysis of IELTS (International English Language Testing System), its validity towards the academic performance and success of students from Asian countries. The review of both pros and cons in validity of IELTS has been designed by using works of Dooey and Oliver (2002), Wu and Lee (2017) and Yen and Kuzma (2009) whose qualitative research of Asian students with IELTS scores has shown biased results. The findings of this review shed a light in positive correlation between high IELTS scores in speaking and writing and students’ academic performance while reading and listening modules do not have any strong impact on academic performance at the university. The deviation was seen between teaching IELTS and at university level that lead to successful IELTS students to be disoriented for course selection and successful performance at university.