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Pertanika Journal of Social Science and Humanities, Volume J, Issue J, January J

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References

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
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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
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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
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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
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

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