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Article: 13 ISSN 1309-6249  \nA STUDY ON THE ATTITUDES OF IRANIAN CANDIDATES TOWARDS THE GENERAL IELTS TEST  \nSeyyed Behrooz HOSSEINI IAU South Tehran Branch Iran Language Institute IRAN  \nSeyyed Ali HOSSEINI  \nIAU South Tehran Branch IRAN  \nAlireza ROUDBARI  \nSharif University of Technology IRAN  \nABSTRACT  \nIELTS, International English Language Testing System, is nowadays widely used as a certificating device and is claimed to be a reliable and strongly accountable measure of language proficiency by the organizations and educational centers that utilize it. Irrespective of the importance IELTS has gained in the present world, the attitudes of those who take the test have rarely been explored. Therefore, the present study aimed at investigating the attitudes of Iranian candidates towards the IELTS test. Accordingly, a standardized attitudes questionnaire was administered to 40 homogeneous Iranian IELTS candidates after taking the test. The collected data were then analyzed through Pearson correlation coefficient to find out whether there were any significant relationships between the candidates’ test scores and their attitudes towards IELTS. The findings indicated that the participants of the study mostly had a positive attitude towards IELTS. Implications can also be drawn for all the stakeholders including candidates intending to sit the test, institutes running IELTS preparation programs, teachers wishing to teach such programs, and finally, IELTS test administrators.  \nKey Words: IELTS, Attitude, Belief, Motivation, Affective Factors.  \nINTRODUCTION  \nTo get an insight into the minds of language learners there is no more certain way than to study their beliefs. As in the area of language teaching, there has recently been an increasing emphasis on the styles and variables of learners. Additionally, learners’ attitudes and beliefs are to join the growing body of research in the field. When learners step in a language classroom, they bring all their personality features including their beliefs, attitudes, and language styles to the learning environment. Almost all of the scholars admit that how successful people are in learning a language is exactly and directly influenced by what they think and how they evaluate the target language, the target language speakers, culture, and of course, the learning setting. Though merely investigating the attitudes and beliefs of learners may not guarantee any success, they, in turn, can be the guidelines for the next steps taken, as learners play the main role in any learning environment.  \nThe concept of learners’ attitudes has been the focus of attention in explanation and investigation of human behavior offered by social psychologists. Attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing such as an idea, object, person, or situation. Students have positive or negative attitudes towards the language they want to learn or the people who speak it. Having  \n108  \nopyright © International Journal on New Trends in Education and Their [Implications / www.ijonte.org](Implications / www.ijonte.org)  \nInternational Journal on New Trends in Education and Their Implications July 2013 Volume: 4 Issue: 3 Article: 13 ISSN 1309-6249  \npositive attitude towards tests is also claimed to be one of the reasons which make students perform better on the tests (Malallaha, 2000) . A large number of studies have also investigated the relationships between attitude and proficiency in the language (Bachman, 1990; Malallaha, 2000; Coleman, Strafield, & Hagan, 2003) . Additionally, Gardner (1985) believes that attitude and other affective variables are as important as aptitude for language achievement.  \nIELTS  \nIELTS, which is now jointly administered by the University of Cambridge Local Examinations Syndicate (UCLES), the British Council, and the IDP E","cbCaieCSCVgjlv1R","https://ap.wps.com/l/cbCaieCSCVgjlv1R","pdf",214234,13,"English","# Abstract\n# Introduction\n# IELTS","[{\"question\":\"What was the study’s main objective regarding IELTS?\",\"answer\":\"To investigate Iranian candidates’ attitudes toward the IELTS test.\"},{\"question\":\"How was the data collected for analyzing attitudes?\",\"answer\":\"A standardized attitudes questionnaire was administered to 40 homogeneous Iranian IELTS candidates after they took the test.\"},{\"question\":\"What method was used to test relationships between scores and attitudes?\",\"answer\":\"Pearson correlation coefficient was used to determine whether there were significant relationships between test scores and attitudes.\"}]","A STUDY ON THE ATTITUDES OF IRANIAN CANDIDATES TOWARDS THE GENERAL IELTS TEST - Abstract | PDF",1790813277,33]