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  • Abedin, M. M., Majlish, S. H. K., & Akter, S. (2009). Listening skill at tertiary level: A reflection. Dhaka University Journal of Linguistics, 2(3), 69-90. https://doi.org/10.3329/dujl.v2i3.4144

  • Afterschool.my. (2018). Here’s why Bangladeshi students choose to study in Malaysia. Retrieved May 2, 2021, from https://afterschool.my/international-students-why-study-inmalaysia/here-s-why-bangladeshi-students-choose-to-study-in-malaysia

  • Arcuino, C. L. T. (2013). The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international Master’s students [Doctoral dissertation, Colorado State University]. Mountain Scholar. http://hdl.handle.net/10217/78818

  • Arendasy, M. E., Sommer, M., Gutiérrez-Lobos, K., & Punter, J. F. (2016). Do individual differences in test preparation compromise the measurement fairness of admission tests? Intelligence, 55, 44-56. https://doi.org/10.1016/j.intell.2016.01.004

  • Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1-13.

  • Boyd, E., Green, A. B., Hopfenbeck, T., & Stobart, G (2019). Effective feedback: The key to successful assessment for learning. Oxford University Press.

  • Brown, J. D. H. (1998). An investigation into approaches to IELTS preparation, with particular focus on the academic writing component of the test. IELTS Research Reports, 1, 20-37.

  • Chou, M. H. (2019). Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies. The Journal of Educational Research, 112(1), 61-71. https://doi.org/10.1080/00220671.2018.1437530

  • Chung, M., & Nation, I. S. P. (2006). The effect of a speed-reading course. English Teaching, 61(4), 181-204.

  • Davis, D. S., & Vehabovic, N. (2018). The dangers of test preparation: What students learn (and don’t learn) about reading comprehension from test‐centric literacy instruction. The Reading Teacher, 71(5), 579-588. https://doi.org/10.1002/trtr.1641

  • Elder, C., & O’Loughlin, K. (2003). Investigating the relationship between intensive English language study and band score gain on IELTS. IELTS research reports, 4(6), 207-254.

  • Erfani, S. S. (2012). A comparative wash back study of IELTS and TOEFL iBT on teaching and learning activities in preparation courses in the Iranian context. English Language Teaching, 5(8), 185-195. https://doi.org/10.5539/elt.v5n8p185

  • Farnsworth, T. (2013). Effects of targeted test preparation on scores of two tests of oral English as a second language. TESOL Quarterly, 47(1), 148-155. https://doi.org/10.1002/tesq.75

  • Farooqui, S. (2020). The methods of learning English language: A critical evaluation of test-focused teaching in Bangladesh. In The Routledge Handbook of English Language Education in Bangladesh (pp. 130-148). Routledge. https://doi.org/10.4324/9780429356803-9

  • Gebril, A., & Eid, M. (2017). Test preparation beliefs and practices in a high-stakes context: A teacher’s perspective. Language Assessment Quarterly, 14(4), 360-379. https://doi.org/10.1080/15434303.2017.1353607

  • Ghorbani, M. R., Samad, A. A., & Gani, M. S. (2008). The washback impact of the Iranian university entrance examination on pre-university English teachers. Journal of Asia TEFL, 5(3), 1-29.

  • Ghorbani, M. R., Samad, A. A., Hamzah, M. S. G., & Noordin, N. (2008). All that glitter is not gold: Curriculum alignment and improving students’ test scores. Iranian Journal of Language Studies, 2(1), 19-40.

  • Green, A. (2007). Washback to learning outcomes: A comparative study of IELTS preparation and university pre‐sessional language courses. Assessment in Education, 14(1), 75-97. https://doi.org/10.1080/09695940701272880

  • Green, A. (2019). Washback in language assessment. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 1159-1193). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal1274.pub2

  • Green, A., & Van Moere, A. (2020). Repeated test-taking and longitudinal test score analysis. Language Testing, 37(4), 475-481. https://doi.org/10.1177/0265532220934202

  • Hamid, M. O. (2011). Planning for failure: English and language policy and planning in Bangladesh. In J. A. Fishman & O. Garcia (Eds.), Handbook of language and ethnic identity (Vol. 2, pp. 192-203). Oxford University Press.

  • Hamid, M. O. (2016). Policies of global English tests: Test-takers’ perspectives on the IELTS retake policy. Discourse: Studies in the Cultural Politics of Education, 37, 472-487. https://doi.org/10.1080/01596306.2015.1061978

  • Hu, R., & Trenkic, D. (2019). The effects of coaching and repeated test-taking on Chinese candidates’ IELTS scores, their English proficiency, and subsequent academic achievement. International Journal of Bilingual Education and Bilingualism, 24(10), 1-16. https://doi.org/10.1080/13670050.2019.1691498

  • IELTS. (2021). IELTS is the International English Language Testing System, the world’s proven English language test. Retrieved August 2, 2021, from https://www.ielts.org/info-pages/about-us

  • Kabir, S. A. (2018). IELTS writing test: Improving cardinal test criteria for the Bangladeshi context. Journal of NELTA, 23(1-2), 76-89. https://doi.org/10.3126/nelta.v23i1-2.23352

  • Kar, A. (2013, May 04). IELTS preparation. The Daily Star. https://www.thedailystar.net/news/ieltspreparation.

  • Khodabakhshzadeh, H., & Zardkanloo, R. (2017). The effect of mock tests on Iranian EFL learners’ test scores. International Journal of Education and Literacy Studies, 5(3), 47-51. https://doi.org/10.7575/aiac.ijels.v.5n.3p.47

  • Kimura, G. C. (2014). Language management as a cyclical process: A case study on prohibiting Sorbian in the workplace. Slovo a slovesnost, 75(4), 225-270.

  • Kirby, P. (2016). Shadow schooling: Private tuition and social mobility in the UK. The Sutton Trust.

  • Kish, L. (1995). Survey sampling. Wiley-Interscience.

  • Knoch, U., Huisman, A., Elder, C., Kong, X., & McKenna, A. (2020). Drawing on repeat test takers to study test preparation practices and their links to score gains. Language Testing, 37(4), 550-572. https://doi.org/10.1177/0265532220927407

  • Koh, K., Burke, L. E. C. A., Luke, A., Gong, W., & Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language teaching research, 22(3), 264-288. https://doi.org/10.1177/1362168816684366

  • Lanstyák, I. (2014). On the process of language problem management. Slovo a slovesnost, 75(4), 325-351.

  • Li, L. (2013). Chinese candidates need to sit 3 IELTS before studying abroad and 60% of them are expected to achieve an overall of at least 7. http://learning.sohu.com/20130209/n365924751.shtml.

  • Liu, O. L. (2014). Investigating the relationship between test preparation and TOEFL iBT® performance. ETS Research Report Series, 2014(2), 1-13. https://doi.org/10.1002/ets2.12016

  • Lohman, D. F., Korb, K., & Lakin, J. (2008). Identifying academically gifted English language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. https://doi.org/10.1177/0016986208321808

  • Lumley, T., & Stoneman, B. (2000). Conflicting perspectives on the role of test preparation in relation to learning? Hong Kong Journal of Applied Linguistics, 5(1), 50-80.

  • Ma, J., & Cheng, L. (2015). Chinese students’ perceptions of the value of test preparation courses for the TOEFL iBT: Merit, worth, and signi cance. TESL Canada Journal, 33(1), 58-79. https://doi.org/10.18806/tesl.v33i1.1227

  • Marriott, H., & Nekvapil, J. (2012). Language management approach: Probing the concept of “noting”. Journal of Asian Pacific Communication, 22(2), 155-317. https://doi.org/10.1075/japc.22.2.01mar

  • Matoush, M. M., & Fu, D. (2012). Tests of English language as significant thresholds for college-bound Chinese and the washback of test-preparation. Changing English, 19(1), 111-121. https://doi.org/10.1080/1358684X.2012.649176

  • Minakova, V. (2020). Dynamic assessment of IELTS speaking: A learning-oriented approach to test preparation. Language and Sociocultural Theory, 6(2), 184-212. https://doi.org/10.1558/lst.36658

  • Mohammadi, L. (2016). The effect of applying time constraints on IELTS candidates’ writing error types and their attitudes [Unpublished Master’s thesis]. Payame Noor University.

  • Naseri, S., Maghsoudi, M., & Rajabi, P. (2014). The effect of speed reading on IELTS EFL learners’ reading comprehension ability. International Journal of Language Learning and Applied Linguistics, 5(10), 506-514.

  • Nekvapil, J. (2015). Language management theory as one approach in language policy and planning. Current Issues in Language Planning, 17(1), 11-22. https://doi.org/10.1080/14664208.2016.1108481

  • Neustupný, J. V. (1994). Problems of English contact discourse and language planning. In T. Kandiah & J. Kwan-Terry (Eds.), English and language planning (pp. 50-69). Academic Press.

  • O’Sullivan, B., Dunn, K., & Berry, V. (2021). Test preparation: An international comparison of test takers’ preference. Assessment in Education: Principles, Policy & Practice, 28(1), 13-36. https://doi.org/10.1080/0969594X.2019.1637820

  • Pallant, J. (2005). SPSS survival guide: A step by step guide to data analysis using SPSS for windows (3rd ed.). Open University Press.

  • Paul, A. M. (2012, April 13). How to be a better test-taker. The New York Times. https://www.nytimes.com/2012/04/15/education/edlife/how-to-be-a-better-test-taker.html

  • Powers, D. E. (1993). Coaching for the SAT: A Summary of the Summaries and an Update. Educational Measurement: Issues and Practice, 12, 24-30. https://doi.org/10.1111/j.1745-3992.1993.tb00530.x

  • Powers, D. E. (2017). Understanding the impact of special preparation for admissions tests. In Advancing human assessment (pp. 553-564). Springer. https://doi.org/10.1007/978-3-319-58689-2_17

  • Rahman, M. M., & Pandian, A. (2018). A critical investigation of English language teaching in Bangladesh: Unfulfilled expectations after two decades of communicative language teaching. English Today, 34(3), 43-49. https://doi.org/10.1017/S026607841700061X

  • Read, J., & Hayes, B. (2003). The impact of IELTS on preparation for academic study in New Zealand. IELTS Research Reports, 4(5), 153-205.

  • Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. https://doi.org/10.1016/j.tics.2010.09.003

  • Roza, D. (2019). The challenges and strategies of teachers in teaching TOEFL and IELTS test preparation. Journal of English for Academic, 6(2), 1-13. https://doi.org/10.25299/jshmic.2019.vol6(2).3067

  • Saif, S., Ma, J., May, L., & Cheng, L. (2021). Complexity of test preparation across three contexts: Case studies from Australia, Iran and China. Assessment in Education: Principles, Policy & Practice, 28(1), 37-57. https://doi.org/10.1080/0969594X.2019.1700211

  • Salehi, S., Cotner, S., Azarin, S. M., Carlson, E. E., Driessen, M., Ferry, V. E., Harcombe, W., McGaugh, S., Wassenberg, D., Yonas, A., & Ballen, C. J. (2019). Gender performance gaps across different assessment methods and the underlying mechanisms: The case of incoming preparation and test anxiety. Frontiers in Education, 4, Article 107. https://doi.org/10.3389/feduc.2019.00107

  • Samad, A. A. (2019). Essentials of language testing for Malaysian teacher. UPM Press.

  • Samad, A. A., Rahman, S. Z. S. A., & Norbaiti, S. (2008). Refining English language tests for university admission: A Malaysian example. Asian Journal of University Education (AJUE), 4(1), 57-68.

  • Sato, T. (2019). An investigation of factors involved in Japanese students’ English learning behavior during test preparation. Papers in Language Testing and Assessment, 8(1), 69-95.

  • Schwartz, L. F., Lineberry, M., Park, Y. S., Kamin, C. S., & Hyderi, A. A. (2018). Development and evaluation of a student-initiated test preparation program for the USMLE step 1 examination. Teaching and learning in medicine, 30(2), 193-201. https://doi.org/10.1080/10401334.2017.1386106

  • Singh, C. K. S., & Samad, A. A. (2013). Portfolio as an assessment tool and its implementation in Malaysian ESL classrooms: A study in two secondary schools. Pertanika Journal of Social Sciences & Humanities, 21(4), 1255-1273.

  • Singh, C. K. S., Samad, A. A., Hussin, H., & Sulaiman, T. (2015). Developing a portfolio assessment model for the teaching and learning of English in Malaysian L2 classroom. English Language Teaching, 8(7), 164-173. https://doi.org/10.5539/elt.v8n7p164

  • Sotelo‐Dynega, M., Ortiz, S. O., Flanagan, D. P., & Chaplin, W. F. (2013). English language proficiency and test performance: An evaluation of bilingual students with the Woodcock‐Johnson III tests of cognitive abilities. Psychology in the Schools, 50(8), 781-797. https://doi.org/10.1002/pits.21706

  • Spaan, M. (2007). Evolution of a test item. Language Assessment Quarterly, 4(3), 279-293. https://doi.org/10.1080/ 15434300701462937

  • Sultana, N. (2018). Test review of the English public examination at the secondary level in Bangladesh. Language Testing in Asia, 8(1), 1-9. https://doi.org/10.1186/s40468-018-0068-1

  • Sultana, N. (2019). Language assessment literacy: An uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 1-14. https://doi.org/10.1186/s40468-019-0077-8

  • Tulloh, R., & Wood, S. (1998). IELTS Research Reports (Vol. 1). ELICOS Association.

  • Watanabe, Y. (2004). Methodology in washback studies. In L. Cheng, Y. Watanabe & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 19-36). Lawrence Erlbaum Associates.

  • Winke, P., & Lim, H. (2017). The effects of test preparation on second-language listening test performance. Language Assessment Quarterly, 14(4), 380-397. https://doi.org/10.1080/15434303.2017.1399396

  • Xie, Q. (2013). Does test preparation work? Implications for score validity. Language Assessment Quarterly, 10(2), 196-218. https://doi.org/10.1080/15434303.2012.721423

  • Xie, Q., & Andrews, S. (2013). Do test design and uses influence test preparation? Testing a model of washback with Structural Equation Modeling. Language Testing, 30(1), 49-70. https://doi.org/10.1177/0265532212442634

  • Yang, Y., & Badger, R. (2015). How IELTS preparation courses support students: IELTS and academic socialisation. Journal of Further and Higher Education, 39(4), 438-465. https://doi.org/10.1080/0309877X.2014.953463

  • Yusefzadeh, H., Iranagh, J. A., & Nabilou, B. (2019). The effect of study preparation on test anxiety and performance: a quasi-experimental study. Advances in Medical Education and Practice, 10, 245-251. https://doi.org/10.2147/AMEP.S192053

  • Zakaria, N. A., Samad, A. A., & Omar, Z. (2013). Pressure to improve scores in standardized English examinations and their effects on classroom practices. International Journal of English Language Education, 2(1), 45-56. https://doi.org/10.5296/ijele.v2i1.4524

  • Zhang, Y. (2008). Repeater analyses for TOEFL® iBT (ETS Research Memorandum). Educational Testing Service.

  • Zhengdong, G. (2009). IELTS preparation course and student IELTS performance: A case study in Hong Kong. RELC Journal, 40(1), 23-41. https://doi.org/10.1177/0033688208101449

  • Abedin, M. M., Majlish, S. H. K., & Akter, S. (2009). Listening skill at tertiary level: A reflection. Dhaka University Journal of Linguistics, 2(3), 69-90. https://doi.org/10.3329/dujl.v2i3.4144

  • Afterschool.my. (2018). Here’s why Bangladeshi students choose to study in Malaysia. Retrieved May 2, 2021, from https://afterschool.my/international-students-why-study-inmalaysia/here-s-why-bangladeshi-students-choose-to-study-in-malaysia

  • Arcuino, C. L. T. (2013). The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international Master’s students [Doctoral dissertation, Colorado State University]. Mountain Scholar. http://hdl.handle.net/10217/78818

  • Arendasy, M. E., Sommer, M., Gutiérrez-Lobos, K., & Punter, J. F. (2016). Do individual differences in test preparation compromise the measurement fairness of admission tests? Intelligence, 55, 44-56. https://doi.org/10.1016/j.intell.2016.01.004

  • Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1-13.

  • Boyd, E., Green, A. B., Hopfenbeck, T., & Stobart, G (2019). Effective feedback: The key to successful assessment for learning. Oxford University Press.

  • Brown, J. D. H. (1998). An investigation into approaches to IELTS preparation, with particular focus on the academic writing component of the test. IELTS Research Reports, 1, 20-37.

  • Chou, M. H. (2019). Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies. The Journal of Educational Research, 112(1), 61-71. https://doi.org/10.1080/00220671.2018.1437530

  • Chung, M., & Nation, I. S. P. (2006). The effect of a speed-reading course. English Teaching, 61(4), 181-204.

  • Davis, D. S., & Vehabovic, N. (2018). The dangers of test preparation: What students learn (and don’t learn) about reading comprehension from test‐centric literacy instruction. The Reading Teacher, 71(5), 579-588. https://doi.org/10.1002/trtr.1641

  • Elder, C., & O’Loughlin, K. (2003). Investigating the relationship between intensive English language study and band score gain on IELTS. IELTS research reports, 4(6), 207-254.

  • Erfani, S. S. (2012). A comparative wash back study of IELTS and TOEFL iBT on teaching and learning activities in preparation courses in the Iranian context. English Language Teaching, 5(8), 185-195. https://doi.org/10.5539/elt.v5n8p185

  • Farnsworth, T. (2013). Effects of targeted test preparation on scores of two tests of oral English as a second language. TESOL Quarterly, 47(1), 148-155. https://doi.org/10.1002/tesq.75

  • Farooqui, S. (2020). The methods of learning English language: A critical evaluation of test-focused teaching in Bangladesh. In The Routledge Handbook of English Language Education in Bangladesh (pp. 130-148). Routledge. https://doi.org/10.4324/9780429356803-9

  • Gebril, A., & Eid, M. (2017). Test preparation beliefs and practices in a high-stakes context: A teacher’s perspective. Language Assessment Quarterly, 14(4), 360-379. https://doi.org/10.1080/15434303.2017.1353607

  • Ghorbani, M. R., Samad, A. A., & Gani, M. S. (2008). The washback impact of the Iranian university entrance examination on pre-university English teachers. Journal of Asia TEFL, 5(3), 1-29.

  • Ghorbani, M. R., Samad, A. A., Hamzah, M. S. G., & Noordin, N. (2008). All that glitter is not gold: Curriculum alignment and improving students’ test scores. Iranian Journal of Language Studies, 2(1), 19-40.

  • Green, A. (2007). Washback to learning outcomes: A comparative study of IELTS preparation and university pre‐sessional language courses. Assessment in Education, 14(1), 75-97. https://doi.org/10.1080/09695940701272880

  • Green, A. (2019). Washback in language assessment. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 1159-1193). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal1274.pub2

  • Green, A., & Van Moere, A. (2020). Repeated test-taking and longitudinal test score analysis. Language Testing, 37(4), 475-481. https://doi.org/10.1177/0265532220934202

  • Hamid, M. O. (2011). Planning for failure: English and language policy and planning in Bangladesh. In J. A. Fishman & O. Garcia (Eds.), Handbook of language and ethnic identity (Vol. 2, pp. 192-203). Oxford University Press.

  • Hamid, M. O. (2016). Policies of global English tests: Test-takers’ perspectives on the IELTS retake policy. Discourse: Studies in the Cultural Politics of Education, 37, 472-487. https://doi.org/10.1080/01596306.2015.1061978

  • Hu, R., & Trenkic, D. (2019). The effects of coaching and repeated test-taking on Chinese candidates’ IELTS scores, their English proficiency, and subsequent academic achievement. International Journal of Bilingual Education and Bilingualism, 24(10), 1-16. https://doi.org/10.1080/13670050.2019.1691498

  • IELTS. (2021). IELTS is the International English Language Testing System, the world’s proven English language test. Retrieved August 2, 2021, from https://www.ielts.org/info-pages/about-us

  • Kabir, S. A. (2018). IELTS writing test: Improving cardinal test criteria for the Bangladeshi context. Journal of NELTA, 23(1-2), 76-89. https://doi.org/10.3126/nelta.v23i1-2.23352

  • Kar, A. (2013, May 04). IELTS preparation. The Daily Star. https://www.thedailystar.net/news/ieltspreparation.

  • Khodabakhshzadeh, H., & Zardkanloo, R. (2017). The effect of mock tests on Iranian EFL learners’ test scores. International Journal of Education and Literacy Studies, 5(3), 47-51. https://doi.org/10.7575/aiac.ijels.v.5n.3p.47

  • Kimura, G. C. (2014). Language management as a cyclical process: A case study on prohibiting Sorbian in the workplace. Slovo a slovesnost, 75(4), 225-270.

  • Kirby, P. (2016). Shadow schooling: Private tuition and social mobility in the UK. The Sutton Trust.

  • Kish, L. (1995). Survey sampling. Wiley-Interscience.

  • Knoch, U., Huisman, A., Elder, C., Kong, X., & McKenna, A. (2020). Drawing on repeat test takers to study test preparation practices and their links to score gains. Language Testing, 37(4), 550-572. https://doi.org/10.1177/0265532220927407

  • Koh, K., Burke, L. E. C. A., Luke, A., Gong, W., & Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language teaching research, 22(3), 264-288. https://doi.org/10.1177/1362168816684366

  • Lanstyák, I. (2014). On the process of language problem management. Slovo a slovesnost, 75(4), 325-351.

  • Li, L. (2013). Chinese candidates need to sit 3 IELTS before studying abroad and 60% of them are expected to achieve an overall of at least 7. http://learning.sohu.com/20130209/n365924751.shtml.

  • Liu, O. L. (2014). Investigating the relationship between test preparation and TOEFL iBT® performance. ETS Research Report Series, 2014(2), 1-13. https://doi.org/10.1002/ets2.12016

  • Lohman, D. F., Korb, K., & Lakin, J. (2008). Identifying academically gifted English language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. https://doi.org/10.1177/0016986208321808

  • Lumley, T., & Stoneman, B. (2000). Conflicting perspectives on the role of test preparation in relation to learning? Hong Kong Journal of Applied Linguistics, 5(1), 50-80.

  • Ma, J., & Cheng, L. (2015). Chinese students’ perceptions of the value of test preparation courses for the TOEFL iBT: Merit, worth, and signi cance. TESL Canada Journal, 33(1), 58-79. https://doi.org/10.18806/tesl.v33i1.1227

  • Marriott, H., & Nekvapil, J. (2012). Language management approach: Probing the concept of “noting”. Journal of Asian Pacific Communication, 22(2), 155-317. https://doi.org/10.1075/japc.22.2.01mar

  • Matoush, M. M., & Fu, D. (2012). Tests of English language as significant thresholds for college-bound Chinese and the washback of test-preparation. Changing English, 19(1), 111-121. https://doi.org/10.1080/1358684X.2012.649176

  • Minakova, V. (2020). Dynamic assessment of IELTS speaking: A learning-oriented approach to test preparation. Language and Sociocultural Theory, 6(2), 184-212. https://doi.org/10.1558/lst.36658

  • Mohammadi, L. (2016). The effect of applying time constraints on IELTS candidates’ writing error types and their attitudes [Unpublished Master’s thesis]. Payame Noor University.

  • Naseri, S., Maghsoudi, M., & Rajabi, P. (2014). The effect of speed reading on IELTS EFL learners’ reading comprehension ability. International Journal of Language Learning and Applied Linguistics, 5(10), 506-514.

  • Nekvapil, J. (2015). Language management theory as one approach in language policy and planning. Current Issues in Language Planning, 17(1), 11-22. https://doi.org/10.1080/14664208.2016.1108481

  • Neustupný, J. V. (1994). Problems of English contact discourse and language planning. In T. Kandiah & J. Kwan-Terry (Eds.), English and language planning (pp. 50-69). Academic Press.

  • O’Sullivan, B., Dunn, K., & Berry, V. (2021). Test preparation: An international comparison of test takers’ preference. Assessment in Education: Principles, Policy & Practice, 28(1), 13-36. https://doi.org/10.1080/0969594X.2019.1637820

  • Pallant, J. (2005). SPSS survival guide: A step by step guide to data analysis using SPSS for windows (3rd ed.). Open University Press.

  • Paul, A. M. (2012, April 13). How to be a better test-taker. The New York Times. https://www.nytimes.com/2012/04/15/education/edlife/how-to-be-a-better-test-taker.html

  • Powers, D. E. (1993). Coaching for the SAT: A Summary of the Summaries and an Update. Educational Measurement: Issues and Practice, 12, 24-30. https://doi.org/10.1111/j.1745-3992.1993.tb00530.x

  • Powers, D. E. (2017). Understanding the impact of special preparation for admissions tests. In Advancing human assessment (pp. 553-564). Springer. https://doi.org/10.1007/978-3-319-58689-2_17

  • Rahman, M. M., & Pandian, A. (2018). A critical investigation of English language teaching in Bangladesh: Unfulfilled expectations after two decades of communicative language teaching. English Today, 34(3), 43-49. https://doi.org/10.1017/S026607841700061X

  • Read, J., & Hayes, B. (2003). The impact of IELTS on preparation for academic study in New Zealand. IELTS Research Reports, 4(5), 153-205.

  • Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. https://doi.org/10.1016/j.tics.2010.09.003

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  • Saif, S., Ma, J., May, L., & Cheng, L. (2021). Complexity of test preparation across three contexts: Case studies from Australia, Iran and China. Assessment in Education: Principles, Policy & Practice, 28(1), 37-57. https://doi.org/10.1080/0969594X.2019.1700211

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  • Schwartz, L. F., Lineberry, M., Park, Y. S., Kamin, C. S., & Hyderi, A. A. (2018). Development and evaluation of a student-initiated test preparation program for the USMLE step 1 examination. Teaching and learning in medicine, 30(2), 193-201. https://doi.org/10.1080/10401334.2017.1386106

  • Singh, C. K. S., & Samad, A. A. (2013). Portfolio as an assessment tool and its implementation in Malaysian ESL classrooms: A study in two secondary schools. Pertanika Journal of Social Sciences & Humanities, 21(4), 1255-1273.

  • Singh, C. K. S., Samad, A. A., Hussin, H., & Sulaiman, T. (2015). Developing a portfolio assessment model for the teaching and learning of English in Malaysian L2 classroom. English Language Teaching, 8(7), 164-173. https://doi.org/10.5539/elt.v8n7p164

  • Sotelo‐Dynega, M., Ortiz, S. O., Flanagan, D. P., & Chaplin, W. F. (2013). English language proficiency and test performance: An evaluation of bilingual students with the Woodcock‐Johnson III tests of cognitive abilities. Psychology in the Schools, 50(8), 781-797. https://doi.org/10.1002/pits.21706

  • Spaan, M. (2007). Evolution of a test item. Language Assessment Quarterly, 4(3), 279-293. https://doi.org/10.1080/ 15434300701462937

  • Sultana, N. (2018). Test review of the English public examination at the secondary level in Bangladesh. Language Testing in Asia, 8(1), 1-9. https://doi.org/10.1186/s40468-018-0068-1

  • Sultana, N. (2019). Language assessment literacy: An uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 1-14. https://doi.org/10.1186/s40468-019-0077-8

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  • Watanabe, Y. (2004). Methodology in washback studies. In L. Cheng, Y. Watanabe & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 19-36). Lawrence Erlbaum Associates.

  • Winke, P., & Lim, H. (2017). The effects of test preparation on second-language listening test performance. Language Assessment Quarterly, 14(4), 380-397. https://doi.org/10.1080/15434303.2017.1399396

  • Xie, Q. (2013). Does test preparation work? Implications for score validity. Language Assessment Quarterly, 10(2), 196-218. https://doi.org/10.1080/15434303.2012.721423

  • Xie, Q., & Andrews, S. (2013). Do test design and uses influence test preparation? Testing a model of washback with Structural Equation Modeling. Language Testing, 30(1), 49-70. https://doi.org/10.1177/0265532212442634

  • Yang, Y., & Badger, R. (2015). How IELTS preparation courses support students: IELTS and academic socialisation. Journal of Further and Higher Education, 39(4), 438-465. https://doi.org/10.1080/0309877X.2014.953463

  • Yusefzadeh, H., Iranagh, J. A., & Nabilou, B. (2019). The effect of study preparation on test anxiety and performance: a quasi-experimental study. Advances in Medical Education and Practice, 10, 245-251. https://doi.org/10.2147/AMEP.S192053

  • Zakaria, N. A., Samad, A. A., & Omar, Z. (2013). Pressure to improve scores in standardized English examinations and their effects on classroom practices. International Journal of English Language Education, 2(1), 45-56. https://doi.org/10.5296/ijele.v2i1.4524

  • Zhang, Y. (2008). Repeater analyses for TOEFL® iBT (ETS Research Memorandum). Educational Testing Service.

  • Zhengdong, G. (2009). IELTS preparation course and student IELTS performance: A case study in Hong Kong. RELC Journal, 40(1), 23-41. https://doi.org/10.1177/0033688208101449

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