Relationship between TOEFL iBT and Academic Writing Practices in English-Medium Universities in South Asia
Relationship between TOEFL iBT and Academic Writing Practices in English-Medium Universities in South Asia: Case studies from Bangladesh, India and Nepal
This study explores the relationship between the TOEFL iBT test (Writing section) and academic writing practices in six universities in India, Bangladesh, and Nepal where English is the medium of instruction.
e study explores the relationship between the TOEFL iBT test (Writing section) and academic writing practices in six universities in India, Bangladesh, and Nepal where English is the medium of instruction (EMI). It examines how the TOEFL iBT test writing tasks compare to the English academic writing tasks and associated practices involved in student writing at these universities. It also explores challenges that students of Engineering and of Business Administration at the selected EMI universities face in developing their academic writing skills (while studying in a language other than their primary language) and their perceptions of how well current practices in writing instruction have prepared them for academic writing at university.
The study employs an exploratory sequential design to collect data in three phases. First, relevant course documents and literature are analysed to identify target academic skills and practices, and to inform the development of two questionnaires to be used in the next phase: a writing practices questionnaire and a TOEFL suitability questionnaire.
Next, the TOEFL iBT writing test will be administered to 180 current university students under test conditions. Before the test, they will complete the writing practices questionnaire to collect data on their experiences of writing at university and the preparation they received for this. Following the test, they will be given the TOEFL suitability questionnaire to elicit their perceptions of the TOEFL iBT Writing section.
In the third phase, the study will involve semi-structured interviews and focus group discussions with students and staff to explore in more depth the issues raised in the questionnaires, and to learn more about their views on the suitability of TOEFL iBT as an entry measure and as an alternative to current practices.
Based on the detailed analysis of the data from the three phases, the study will provide insights into pedagogy and academic writing practices in the six targeted EMI universities, and on the potential for the use of TOEFL iBT as an entry measure.
The role of IET
IET is co-leading the project implementation and coordination.
- ETS (TOEFL Committee of Examiners Research Grant)
- University of Bedfordshire, UK
- Monash University, Australia
- Dr. B. R. Ambedkar University Delhi, India
- University of Dhaka, Bangladesh