Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills

There now exists an established body of work outlining the challenges international students can face as part acculturation process, including a range academic and non-academic pressures to overcome. For many students, writing essays in English for first time is problematic. This article considers pedagogical approaches IELTS test preparation prior university admission, potential introducing skills at earlier stage students’ learning. Noting implications constructs, we investigate support candidates preparing section IELTS. Conducted centre China, observational data from courses across three proficiency levels provided basis inquiry, alongside interviews with teachers ( n = 2), 20), collating homework 50). Results indicate that teacher cognition highly influenced practice involved. It was also evident (despite variations) overall objectives were broadly similar. Additionally, higher learners appeared be more receptive – capable learning about early-stage skills. We suggest series tentative recommendations instructors areas future research, looking other major entrance tests, newer ‘digital first’ online preparation.