Uncloaking IELTS International Test or Exclusion Threat?

Abstract

Within recent decades, the International English Language Testing System (IELTS) has enjoyed a soar in popularity, culminating in its current dominant power in the language proficiency testing market. Although IELTS claims to be international and inclusive, research has shown that it can unfairly disadvantage learners of non-native backgrounds. Jenkins (2006), and McKinley and Thompson (2018), among others, have voiced about how high-stakes examinations like IELTS favour candidates who conform to native-like norms over competent users of World Englishes. That is, students are tested not on their real communicative competence, but rather, on how accurately they can imitate the idealized native English forms.

Given that IELTS has been the gatekeeper to so many people’s learning and work opportunities, this research seeks to add weight to the fight for fairness and legitimate rights of English as a lingua franca (ELF) speakers in the IELTS test. It first looks at IELTS from a critical, World-Englishes perspective, followed by a detailed analysis of how each component of the test might discourage international test takers. The realities of IELTS available materials and preparation practices in Vietnam are also taken into account, accompanied by suggestions to make the test more inclusive.