The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector

Philip Chappell, Agnes Bodis, Heather Jackson

Research output: Contribution to journalArticle

Abstract

This paper reports the findings of a study of teachers of English Language Intensive Courses for Overseas Students (ELICOS) in Australia. The study investigated what teachers know and believe about IELTS, and how these beliefs and knowledge affect how they teach IELTS Test preparation classes.
Original languageEnglish
Pages (from-to)1-61
Number of pages61
JournalIELTS Research Reports Online Series
Issue number6
Publication statusPublished - 2015

Keywords

  • IELTS test preparation courses
  • Teacher cognition
  • Classroom practices
  • ELICOS
  • English language teaching and learning
  • Pedagogical content knowledge
  • Teacher knowledge
  • Teaching style

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