The International English Language Testing System (IELTS) English proficiency test has been the focus of increasing research since its inception in 1989. While research has contributed to a better understanding of test construction and has highlighted the limitations of individual test scores for predicting academic success, few studies have focused on students’ perceptions of the academic module of IELTS. The present study attempts to address this gap in the research by investigating student expectations of an IELTS preparation course. The study, adopting a multi-method approach using surveys and interviews, investigated ten international students enrolled in a twelve-week academic IELTS preparation course in a language school affiliated to a university in Auckland, New Zealand. The study found that students have high expectations not only of an IELTS preparation course, but of the IELTS band score they will achieve. The study also found that student expectations of the course were met at least to some extent. Various factors contributed to the fulfilment of students’ expectations including a focus on speaking and listening activities and the use of formative practice tests. Although all four language skills were recognised by the students prior to the course as being important, speaking and listening were identified as those most expected to be improved. By the end of the course, however, reading and writing skills were acknowledged to be most important, suggesting a growing awareness of the importance of literacy skills, both for achieving an appropriate IELTS score and for further academic study. Although limited by the number of participants, the findings have significance for the development and delivery of academic IELTS preparation courses. Firstly, although there is value in focusing on listening and speaking skills, given the change in students’ perceptions, academic literacy skills perhaps need a predominant focus. Related to this focus, challenging reading activities and related vocabulary development should be an integral part of the course. Secondly, the inclusion of practice IELTS tests provides an important formative component of preparation courses. Finally, the study suggests that administration staff and teachers need to better prepare students to have realistic expectations of an achievable IELTS band score.

The International English Language Testing System (IELTS) English proficiency test has been the focus of increasing research since its inception in 1989. While research has contributed to a better understanding of test construction and has highlighted the limitations of individual test scores for predicting academic success, few studies have focused on students’ perceptions of the academic module of IELTS. The present study attempts to address this gap in the research by investigating student expectations of an IELTS preparation course. The study, adopting a multi-method approach using surveys and interviews, investigated ten international students enrolled in a twelve-week academic IELTS preparation course in a language school affiliated to a university in Auckland, New Zealand. The study found that students have high expectations not only of an IELTS preparation course, but of the IELTS band score they will achieve. The study also found that student expectations of the course were met at least to some extent. Various factors contributed to the fulfilment of students’ expectations including a focus on speaking and listening activities and the use of formative practice tests. Although all four language skills were recognised by the students prior to the course as being important, speaking and listening were identified as those most expected to be improved. By the end of the course, however, reading and writing skills were acknowledged to be most important, suggesting a growing awareness of the importance of literacy skills, both for achieving an appropriate IELTS score and for further academic study. Although limited by the number of participants, the findings have significance for the development and delivery of academic IELTS preparation courses. Firstly, although there is value in focusing on listening and speaking skills, given the change in students’ perceptions, academic literacy skills perhaps need a predominant focus. Related to this focus, challenging reading activities and related vocabulary development should be an integral part of the course. Secondly, the inclusion of practice IELTS tests provides an important formative component of preparation courses. Finally, the study suggests that administration staff and teachers need to better prepare students to have realistic expectations of an achievable IELTS band score.

Thesis (M.S.)--Ohio University, August, 1982. / Title from PDF t.p.

Thesis (M.S.)--Ohio University, June, 1983. / Title from PDF t.p.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 121-125). Also available via the Internet.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references. Also available via the Internet.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

A brief overview of why it is important to prepare a chiral compound as a specific enantiomer rather than as a racemate is discussed along with several general strategies on how they maybe prepared. The area of research into the preparation of racemic and enantiomerically pure arylpropanoic acids is briefly reviewed by reference to some of the more important synthons. Some of the more general procedures that have been developed for the construction of arylpropanoic acids are discussed. The preparation of substituted alkyl aryl ketones and their subsequent two step conversion into diastereomerically enriched dimethyl tartrate (S)-bromoalkyl aryl acetals is described. An investigation into the effects of solvent, source of anhydrous acid, workup procedure, source of bromine and temperature upon the bromination of these dimethyl tartrate acetals is discussed. Direct conversion of these diastereomerically enriched dimethyl tartrate (S)-bromoalkyl aryl acetals into enantiomerically pure (S)-bromoalkyl aryl ketones and their subsequent conversion into (S)-bromoalkyl aryl esters via a Baeyer-Villiger reaction is described. Hydrolysis of these (S)-bromoalkyl aryl esters followed by treatment with diazomethane afforded the corresponding methyl (S)-bromoalkyl esters with minimal racemisation, while treatment of these (S)-bromoalkyl aryl esters with an amine gave the corresponding amide with minimal racemisation. Reduction with sodium borohydride at low temperature of a (S)-bromoalkyl aryl ketone afforded exclusively the corresponding (1S,2S) alkyl aryl bromohydrin as predicted using the Felkin-Anh model. Stereospecific conversion of our diastereomerically enriched dimethyl tartrate (S)-bromoalkyl aryl acetals into (S)-arylcarboxylic acids using a silver promoted or solvent promoted rearrangement is discussed. Subsequent conversion of these (S)-arylcarboxylic acids into the corresponding Boc amide via a modified Curtius rearrangement is described. Possible further uses of dimethyl tartrate bromoacetals leading to the synthesis of highly functionalised lactones, lactols, epoxides, chiral diacids, diamines, chiral ligands, resolving agents etc are also discussed.

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