Proficient or Familiar: Rethinking Fairness and Cultural Bias in IELTS

Abstract

This research investigates the issues of inclusion and fairness in the reading and speaking section of International English Language Testing System (IELTS) through the lens of Critical Language Testing (CLT). To support future validity of English language assessment for global candidates, this research seeks to explore how English testing is intertwined with cultural elements. In terms of methods, this study employs qualitative methods, including the identification of reading materials sources, Critical Discourse Analysis of a sample passage and twenty speaking prompts, and four semi-structured interviews with participants from East and Southeast Asia regions.