Holi Ibrahim Holi Ali, Qasim Al Washahi, Awad Alhassan

Ummanlı İngilizce braşındaki öğrencilerin IELTS akademik okuma sınavlarındaki Zorlukları ve tikel uyum stratejilerini ortaya çıkarmak

IELTS, bir tarama bekçisi olarak kullanılır ve Ummanlı öğrencilerin iş gereksinimlerini karşılamalarında çok önemli bir rol oynar. Bu makale, Ummanlı İngiliz lisans öğrencilerinin Akademik IELTS'in okuma bölümündeki deneyimleri hakkındaki düşüncelerini rapor etmektedir. Çalışmanın temel amacı, EFL / ESL öğretmenlerini ve IELTS sınav görevlilerini ve araştırmacılarını bilgilendirmek için zorluklarını ve başa çıkma stratejilerini aydınlatmaktır. İngilizce eğitimi alan 45 Ummanlı öğrenciye sınav koşulları altında bir IELTS sahte okuma testi uygulandı ve katılımcılardan aşağıdaki sorulara yanıt olarak yansıtıcı bir makale yazmaları istendi: “IELTS Akademik Okuma Testinde karşılaştığınız zorluklar nelerdi? ve bu zorluklarla nasıl başa çıktınız? " Cevaplarında, testle ilgili deneyimlerine ve zorluklarına (ör. Biliş, içerik alanı bilgisi ve test okuma türlerine aşinalık eksikliği) ve zorlukları ele alma stratejilerine değindiler. Veriler kodlanmış ve tematik olarak analiz edilmiştir. Bulgular, öğrencilerin bir dizi bilişsel ve üstbilişsel zorluklar ve çok sayıda başa çıkma stratejisi rapor ettiklerini gösterdi. Bu makale, öğrencilerin yanıtlarının analizi yoluyla ortaya çıkan bazı pedagojik çıkarımları ve fikirleri ortaya çıkarmaktadır.

Unpacking the challenges and accommodation strategies of Omani English-Major students on IELTS academic reading tests

IELTS is used as a screening gatekeeper and plays a crucial role in Omani students to meet job requirements. Thispaper reports on Omani English-major undergraduate students’ reflections on their experience of the readingsection of Academic IELTS. The main aim of the study was to elucidate their difficulties and coping strategies toinform EFL/ESL teachers and IELTS examiners and researchers. An IELTS mock reading test, under examconditions, was administered to 45 Omani students majoring in English, and the participants were asked to writea reflective essay in response to the following prompts: “What were the difficulties that you encountered in yourIELTS Academic Reading test, and how did you handle those challenges?” Their answers touched upon theirexperience and challenges with the test (e.g. difficulties pertaining to cognition, content area knowledge, and thelack of familiarity with the test reading genres) as well as their strategies to address the challenges. The data werecoded and analysed thematically and inductively. The findings showed that students reported a range of cognitiveand metacognitive challenges and numerous coping strategies. This paper unravels some of the pedagogicalimplications and ideas that surfaced through the analysis of the students’ responses.© 2020 JLLS and the Authors - Published by JLLS.

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