| dc.description.abstract | Undertaking IELTS (International English Language Testing System), a high-stakes, on-demand English language proficiency test, is a rite of passage for many non-native English-speaking individuals to demonstrate linguistic readiness for academic, emigrational, or vocational ambitions in Anglophone countries. Some self-directed test-takers who lack awareness of how to prepare for and succeed in the Writing module solicit written feedback (WF) via social networking services on rehearsed writing, in the hope outside expertise can provide a judgment of written readiness, suggest ways to close gaps in performance, develop test-taking skills, and enhance familiarity with task expectations. The present case study explores how four candidates preparing for IELTS Writing Task 2 engaged affectively, behaviourally, and cognitively with asynchronous, electronic written feedback provided by the researcher and how their beliefs mediated such engagement. Data was collected over four months from two sources: three rounds of rehearsed essay writing and semi-structured interviews taking place after each round.
The study found that, despite detailed written feedback that explained and exemplified required performance, engagement was insufficient to bridge deficits in written performance across the project. Cognitively, learners did not always understand the intentions behind comments or what actions to take to resolve problematic textual features within how the task is assessed, leading to restricted written progress. Behaviourally, meaningful improvements in lexicogrammatical accuracy were not apparent across compositions, while notable content changes between drafts meant many errors went uncorrected. Processing WF tended to be at the surface-level, accompanied by few supplementary learning activities that the participants deemed of limited value. Affectively, the WF was highly valued and deemed confidence-building, contributing an activating effect. A range of personal-, task-, and strategy-related beliefs, some of which appeared naïve or ill-informed, impacted on how the learners engaged with the WF. The implications for practitioners of IELTS Writing preparation and test-takers are discussed. | en_GB |
