INTRODUCTION

IELTS (International English Language Testing System) is nowadays deemed one of the
worlds most popular English tests for higher education and global migration. IELTS is
jointly managed by Cambridge University, British Council and IDP Education Australia.
It is designed to measure English proficiency of people who want to study or work where
English is used officially as the language of communication through testing four English
skills (Listening, Reading, Speaking, Writing). Among English skills used to test
language ability, reading can be considered the most important skill for
English communication via testing the level of understanding after reading an academic
text. One of the challenges and difficulties that most IELTS learners usually experience in
IELTS reading test is the ability to read the text quickly enough but effectively so that
they could finish the test well. Hence, various approaches and definite techniques are
offered to students so as to better their reading skills as well as to prepare carefully prior
to taking part in this reading test. Ability to read quickly is very important on the IELTS
reading test but reading technique is equally important (Christopher Pell, 2015). There
are several different kinds of IELTS reading questions and each requires a different
technique (Christopher Pell, 2015).
Recent years have seen a sharp increase in studies exploring academic reading skills as
measured through the International English Language Testing System (IELTS) (e.g.,
Krishnan, 2011; Moore, Morton, & Price, 2012; Weir, Hawkey, Green, & Devi, 2009).
Numerous studies have been conducted to give advice for using techniques or strategies
in IELTS reading test. It has been proven that students who acquire prior reading
techniques are better able to comprehend the text (2). Nicole Richardson (3) indicated
that educators need to provide strategy instruction to all students who struggle with
reading comprehension so that they can have successful reading experiences. Study by
Stephen Bax showed clearly that IELTS candidates who made use of expeditious reading
strategies were more successful. Rebecca J.baier described the effectiveness of using
Self-Questioning strategies with a different age groups in reading comprehension.

Weir, C., Hawkey, R., Green, A., Unaldi, A., & Devi, S. (2009). The relationship between
the academic reading construct as measured by IELTS and the reading experiences
of students in their first year of study at a British university. IELTS Research Reports, 9,
97-156.
Moore, T., Morton, J., & Price, S. (2012). Construct validity in the IELTS academic
reading test: A comparison of reading requirements in IELTS test items and in
university study. IELTS Research Reports , 11, 1-89.
Krishnan, K. S. (2011). Careful vs. expeditious reading: The case of the IELTS reading
test. Academic Research International, 1(3), 25-35.

2. McNamara, D. S., O'Reilly, T. P., Best, R. M., & Ozuru, Y. (2006). Improving
adolescent
students reading comprehension with iStart*. Journal of Educational Computing
Research, 34(2), 147-171.
The strategic reading techniques adopted seemed to limit the need for participant
comprehension to the local-literal level rather than the global-interpretive level
(Moore et al., 2012).
Moore, T., Morton, J., & Price, S. (2012). Construct validity in the IELTS academic
reading test: A comparison of reading requirements in IELTS test items and in
university study. IELTS Research Reports , 11, 1-89.
To overcome these obstacles and respond to test questions, strategic
reading techniques were adopted which focused less on textual comprehension than
on quickly locating correct answers.

Reading strategies in IELTS tests: Prevalence and impact on outcomes

James Chalmers & Ian Walkinshaw
Griffith University
These strategies are then analysed for their prevalence and degree of success as well as
the reading skills underlying their employment
Reading strategies in IELTS tests: Prevalence and impact on outcomes
James Chalmers & Ian Walkinshaw
Griffith University

Reading comprehension is imperative to a students ability to successfully engage in text.

It is the teachers responsibility to ensure that students are effectively trained in multiple
comprehension and reading strategies because students must apply multiple
comprehension
strategies to ensure accurate understanding.
Fall 2010
Guided Reading Strategies for Reading
Comprehension
Nicole Richardson
St. John Fisher College
However, for IELTS Academic
Reading test-takers, a major concern is the time limit.

Reading strategies in IELTS tests: Prevalence and impact on outcomes

James Chalmers & Ian Walkinshaw
Griffith University

As a counter-measure,
students may apply strategic reading techniques to increase their response speed
and potentially their test score (Everett & Colman, 2003; Mickan & Motteram, 2009).
Everett, R., & Colman, J. (2003). A critical analysis of selected IELTS preparation
materials. IELTS Research Reports, 5, 1-84.

Abstract:
Reading skill is one of important communication skills in English and using techniques to
better this skill has also been applied widely. However, the effectiveness of using these
reading techniques has not been yet recognized clearly. An aim of our research was to
ascertain the effectiveness of using techniques or strategies in IELTS reading test towards
English-majoring students at Saigon University. Moreover, we were in the hope of
stimulating students to use these techniques whenever they do the reading test in general.
We conducted our research via a thorough going-over using questionnaire attached to
sample test to collect data regarding the effectiveness of using reading techniques.
Besides, we also interviewed some people to gather opinions. Results indicated that most
students of Foreign Language Department of Saigon University assumed that using
techniques is extremely effective to better their reading skill as well as makes an
enormous impact on their outcomes. More importantly, our research report may provide
the basis for other researches concerning the use of reading techniques or the
effectiveness of these techniques.