Teachers’ English Communication Skills - Issue 10 - Using IELTS to Measure Competence of Graduating Teachers from a Singaporean Teacher Education Programme

Oct 15, 2026

Uploaded by Jasmine

Possessing strong communication skills is essential to effective teaching. This paper investigates graduating student teachers’ English language proficiency, measured through IELTS test scores, within the context of Singapore where English has been the medium of instruction since 1987. It examines what teachers need to know about English proficiency for instructional effectiveness and discusses implications for additional training and preparation in language skills for pre-service teachers.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Communication skills as a teaching requirement

English as the medium of instruction in Singapore

Evaluating proficiency and implications for training

Context and background

Entrance Proficiency Test (EPT) overview

IELTS as a benchmark consideration

EPT structure and assessment components

Oral and written paper components

Australian Journal of Teacher Education | Volume 39 | Issue 10 | Article 5 | | --- | --- | | 2014
Teachers' English communication skills: Using IELTS to measure competence of graduates from a Singaporean teacher education program
Ee-Ling Low
Nanyang Technological University, Singapore, [eeling.low@nie.edu.sg](eeling.low@nie.edu.sg)
Sylvia Chong
SIM University, Singapore
Mary Ellis
Nanyang Technological University, Singapore, [mellis828@gmail.com](mellis828@gmail.com) | | Recommended Citation Low, E., Chong, S., & Ellis, M. (2014). Teachers' English communication skills: Using IELTS to measure competence of graduates from a Singaporean teacher education program. Australian Journal of Teacher Education, 39 (10). [http://dx.doi.org/10.14221/ajte.2014v39n10.5](http://dx.doi.org/10.14221/ajte.2014v39n10.5) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol39/iss10/5](http://ro.ecu.edu.au/ajte/vol39/iss10/5) Australian Journal of Teacher Education Teachers’ English Communication Skills: Using IELTS to Measure Competence of Graduating Teachers from a Singaporean Teacher Education Programme Low Ee Ling National Institute of Education Nanyang Technological University, Singapore Sylvia Chong SIM University, Singapore Mary Ellis National Institute of Education Nanyang Technological University, Singapore Abstract: Possessing strong communication skills is essential in contributing to effective teaching. This paper investigates graduating student teachers’English language proficiency, as measured by IELTS tests scores, of graduating EL student teachers. The paper considers what teachers need to know about the English language given that English has been the medium of instruction (MoI) for Singapore schools since 1987. Given such a context, English language proficiency is an important consideration in the preparation of pre-service teachers in Singapore. Implications for additional training and preparation in language skills are also proposed. Introduction Effective communication skills are a critical component of teaching. If there is amismatch between what is conveyed and what was intended to be conveyed, then even the best teaching decisions can bring out ineffective teaching outcomes. Barriers to effective communication include lack of empathetic listening and inadequate analysis of purpose, audience and context (Pelly, Tay & Zhang, 2009) . In order to successfully convey their message, educators must foresee potential problems and try as far as possible to avoid them in their classroom interactions. It is important to recognize the significance of language and effective communication in the teaching and learning process. This is because teachers who recognise and understand this role can leverage on strong skills to bring about the best possible student learning outcomes. In Singapore, English has been the medium of instruction (MoI) since 1987 (Chew, 1996). As a result, all teachers, except those who teach Mandarin, Malay and Tamil as a second language, are expected to deliver their lessons in English and to use the language to engage their students in the learning of their respective subject matter disciplines. Considering that being highly proficient in the English language is an important criterion for teaching in English, it is important to ascertain whether graduating student teachers from Singapore’s sole teacher education institute possess the basic proficiency and competence necessary for communicating effectively in instructional settings. There has to be a minimum threshold level of competence and proficiency in the English language in order for them to Vol 39, 10, September 2014 64 Australian Journal of Teacher Education perform a range of spoken and written tasks in the professional setting of their work as teachers which can include communicating with their students, parents, colleagues, senior school personnel and other k

FAQs

What does the paper study about graduating student teachers?

It investigates graduating student teachers’ English language proficiency using IELTS test scores and considers implications for teaching effectiveness in instructional settings.

Why is English proficiency important in Singapore teacher education?

English has been the medium of instruction for Singapore schools since 1987, so teachers are expected to deliver lessons in English and engage students through English in their subject disciplines.

How is the Entrance Proficiency Test (EPT) described in the paper?

The EPT includes an oral and a written paper, with components such as read-aloud and topic talk for the oral section, and listening comprehension plus sections on grammar, vocabulary, and language in context for the written paper.

Oct 15, 2026

Uploaded by Jasmine