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This study examines how IELTS listening relates to listening in academic English programs by comparing requirements through a semi-structured interview with five academic English instructors from two Iranian state universities. Results show IELTS listening resembles literal academic understanding but differs in pragmatic understanding, skill integration, text multiplicity, information literacy, and construct-irrelevant variance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/on-the-relationship-between-the-ielts-listening-and-listening-in-academic-english-programs-article/589707/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/on-the-relationship-between-the-ielts-listening-and-listening-in-academic-english-programs-article/589707.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenge do teachers face in academic English programs?","Question",{"text":112,"@type":113},"Teachers must both actualize course objectives and prepare students for international tests such as IELTS and TOEFLE.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study compare IELTS listening with academic listening?",{"text":117,"@type":113},"It compares the requirements of the two domains using a semi-structured interview with five academic English instructors from two Iranian state universities.",{"name":119,"@type":110,"acceptedAnswer":120},"What key differences did the findings identify between IELTS listening and academic listening?",{"text":121,"@type":113},"Differences include pragmatic understanding, integration of skills, multiplicity of listening texts, information literacy, and the concept of construct-irrelevant variance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589707,1792067971,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 8 No. 2; April 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nOn the Relationship between the IELTS Listening and Listening in  \nAcademic English Programs  \nMasood Khalili Sabet  \nDepartment of English, Faculty of Human Science and Literature, University of Guilan, I, R. Iran  \nE-mail: [Sabetma@yahoo.com](Sabetma@yahoo.com)  \nHamid Reza Babaei (Corresponding author)  \nDepartment of Teaching English as a Foreign Language, Faculty of Human Science and Literature, University of Guilan, I, R. Iran  \n[E-mail: hreza86b@gmail.com](E-mail: hreza86b@gmail.com)  \nDoi:10 .7575/aiac.alls.v. 8n.2p.170  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.170](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.170)  \nReceived: 02/03/2017  \nAccepted: 18/04/2017  \nAbstract  \nThe challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFLE. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS listening and listening in academic English programs. The requirements of the two domains were compared through a semi – structured interview with five participating academic English instructors from two state universities of Iran. It was found that whilst IELTS listening bears a little bit of resemblance to the one aspect of academic listening - the literal understanding, there are also some very significant differences. The findings suggests that the type of listening the IELTS requires is different from academic listening in terms of pragmatic understanding, the integration of skills, multiplicity of texts for listening, information literacy and the concept of construct irrelevant variance. The findings also indicate the overall usefulness of the IELTS preparation practices within academic English courses.  \nKeywords: International tests; IELTS listening; Academic listening; English programs  \n1. Introduction  \nIELTS, international English language testing system is a testing program that assesses the language ability of candidates whose aim is education or work in an English speaking country (IELTS 10, 2015) . The use of IELTS test has been expanded in recent years because of the increase in the number of the students willing to study in universities of English speaking countries and the overgrowing number of the universities requiring the IELTS as a prerequisite for the students (Moore & Morton, 1999) . This situation leads to the incorporation of the IELTS preparation courses within the English academic programs. (Moore & Morton, 1999) .  \nListening in academic English programs is characterized by different perspectives. With regard to the listening for the purpose of the comprehension of the subject matter in the special field, it is characterized by one-way transactional language that aspires to get across information and knowledge (Flowerdew, 1994; Chaudron, 1995) . In the case of the practices for daily routines and conversational listening, in addition to transactional facet of listening, it also includes the interactional domains of it. Whether the listening practices in academic English programs are transactional or interactional, it is significant to have a broad picture of the relationship between the IELTS and listening in these programs. Deakin (1997), in an Australian survey of the teachers’ attitudes toward the IELTS, revealed that although there were positive answers to the test, almost half of those investigated believed that IELTS had an insignificant backwash impact on the listening practices in the university and academic English programs. However, the overgrowing increase in the number of the IELTS participants and universities demanding IELTS in recent","cbCaiqm9XnMWybBB","https://ap.wps.com/l/cbCaiqm9XnMWybBB","pdf",368575,"English","# Abstract\n# Introduction\n## IELTS and expansion of IELTS preparation\n## Listening in academic English programs: transactional vs interactional\n## Purpose of the study\n# Review of the literature\n## IELTS listening test\n## Previous studies of academic listening","[{\"question\":\"What challenge do teachers face in academic English programs?\",\"answer\":\"Teachers must both actualize course objectives and prepare students for international tests such as IELTS and TOEFLE.\"},{\"question\":\"How does the study compare IELTS listening with academic listening?\",\"answer\":\"It compares the requirements of the two domains using a semi-structured interview with five academic English instructors from two Iranian state universities.\"},{\"question\":\"What key differences did the findings identify between IELTS listening and academic listening?\",\"answer\":\"Differences include pragmatic understanding, integration of skills, multiplicity of listening texts, information literacy, and the concept of construct-irrelevant variance.\"}]","On the Relationship between the IELTS Listening and Listening in Academic English Programs - Article | PDF",25]