A study on Chinese learners' IELTS preparation efforts

Abstract

In recent decades, autonomous learning has been a hot issue in the field of second language teaching and learning and the previous studies on autonomous learning have made great progress. However, the researches on the individual efforts affecting achievements of major English language proficiency tests from the cognitive perspectives of autonomous learning are still relatively rare. On the basis of the review of literature on learner autonomy at home and abroad, the present study aims to investigate Chinese learners’ IELTS preparation efforts under the guidance of the cognitive theory with the participants of English-medium tertiary institutions for graduate or undergraduate degrees who got high score(at least 7 or above) in IELTS within 2 years and answer what these Chinese learners have done to maximize their IELTS scores to apply for postgraduate programmes in English medium universities autonomously and why they could undertake these efforts to maximize their IELTS scores. Semi-structure interviews on autonomous learning were conducted to find out IELTS preparation experiences. In terms of the data analysis results, the dissertation tries to provide the present or future graduate degree applicants during their IELTS preparation with some suggestions and implications for enhancing recognition on IELTS taking and help language educators better advise these students on undertaking proper preparations for the language challenge in their overseas studies.