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Results show similarities and differences in attitudes, with similarities outweighing differences. The clearest contrast is a more positive attitude toward IELTS listening than toward TOEFL iBT listening, strongly influenced by test preparation. Positive attitudes correlate with better test performance. Differences are also observed in perceived difficulty, new words/technical terms, and topic familiarity, where IELTS is viewed as easier and more familiar.",{"@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/test-takers-attitudes-to-the-test-content-of-the-two-listening-tests-ielts-and-toefl-ibt/494230/",{"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/test-takers-attitudes-to-the-test-content-of-the-two-listening-tests-ielts-and-toefl-ibt/494230.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do test-takers’ attitudes differ between IELTS listening and TOEFL iBT listening?","Question",{"text":112,"@type":113},"Test-takers show a more positive attitude toward the IELTS listening test than toward the TOEFL iBT listening test. This difference is also shaped by test preparation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors account for differences in test-takers’ judgments of the two listening tests?",{"text":117,"@type":113},"Substantial differences appear in perceived difficulty level, the amount of new words/technical terms, and familiarity of topics. Test-takers find IELTS less difficult with fewer new technical terms and more familiar topics.",{"name":119,"@type":110,"acceptedAnswer":120},"How are positive attitudes related to test performance?",{"text":121,"@type":113},"Test-takers’ positive attitudes toward the tests are strongly associated with better test performance. Lower anxiety when feeling positive helps them perform at their best.","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},494230,1791071546,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","TEST TAKERS’ ATTITUDES TO THE TEST CONTENT OF THE TWO LISTENING TESTS:  \nIELTS AND TOEFL iBT  \nNguyen Thi Nhan Hoa*  \nVNU International School, 99 Nguy Nhu Kon Tum, Thanh Xuan, Hanoi, Vietnam  \nReceived 01 July 2018  \nRevised 27 July 2018; Accepted 30 July 2018  \nAbstract: Ten aspects oftest content in the two listening tests: IELTS and TOEFL iBT are investigated from the perspective of test-takers’judgment. Main findings reveal that there are both similarities and differences in test takers’ attitudes to the two tests although the similarities outweigh the differences. The most obvious difference is that test takers have a more positive attitude to the IELTS listening test than to the TOEFL iBT listening test and test preparation has a strong effect to test takers’ attitude to the test. In addition, test takers’ positive attitudes to the test are strongly associated with better test performance. Substantial differences of test takers’ attitude to the two listening tests can be seen in their judgment of difficulty level, new words/technical terms and familiarity of topics. Test takers found the IELTS listening test less difficult, having fewer new words and technical terms, and containing more familiar topics than the TOEFL iBT listening test. They also find the test method of the IELTS is less challenging than that of the TOEFL iBT listening test although their choice of the test to take heavily depends on which test they are being prepared for.  \nKeywords: IELTS listening test, TOEFL iBT listening test, test-takers’ attitudes, test content, test method, test difficulty level, test performance, test choice  \n* Tel.: 84-1236439978 [Email: nguyenthinhanhoa@gmail.com](Email: nguyenthinhanhoa@gmail.com)  \nconstruct validity, there are debates about the status of test takers’ feedback. The researcher of this study takes the view that test takers’perceptions are indeed relevant to test validity. There are several reasons behind this conception.  \nFirstly, test takers should be engaged in the test so that they can perform to the best of their ability. This can only be done if the test content is familiar to them and they believe that the test can reflect their true ability. Test takers’engagement in the test can contribute to the test construct validity as Bachman and Palmer (1996) discussed. It can be assumed that test takers are inexpert judges and thus their opinions should not be considered. In addition, whether or not they like the test, they have to take it anyway. For example, a patient does not  \nVNU Journal of Foreign Studies, Vol.34, No.4 (2018) 36-58 37  \nlike an injection, but s/he still has to take it in order to overcome the illness. However, ifs/he knows about the process s/he will go through with the injection, the patient will cope with it better and might feel less pain. Similarly, a test taker might not like the test but s/he has to take it in order to be accepted into a university. Still, ifs/he feels positive with the test, s/he can lower his anxiety and thus can give the best performance to his/her ability.  \nSecondly, test takers’opinions are important because additional features of the task as well as additional challenges emerging while processing the task, which are not visible by test designers or test raters, might be discovered by test takers (Elder, Iwashita, & McNamara, 2002). Test takers and test stake holders often have strong belief in test content. In order to enhance the construct validity of a test, it is necessary to combine the understanding of test designers, test stake holdersand test takers. However, the voice of test takers has been least heard so far (Hamp-Lyons, 2000).  \n2. Research contexts and participants  \nParticipants in the study were 107 Vietnamese students who were taking IELTS or TOEFL preparation courses in Hanoi to study overseas in English-speaking countries. The IELTS preparation group consisted of 54 candidates and the TOEFL preparation group was comprised of 53 candidates. ","cbCaifv3WftstHiF","https://ap.wps.com/l/cbCaifv3WftstHiF","pdf",490267,23,"English","# Abstract\n# Construct validity and the role of test-takers’ perceptions\n# Research contexts and participants\n# Instruments\n## Listening tests\n## Description of IELTS specimen listening test 2005\n## Description of TOEFL iBT listening practice test 2005","[{\"question\":\"How do test-takers’ attitudes differ between IELTS listening and TOEFL iBT listening?\",\"answer\":\"Test-takers show a more positive attitude toward the IELTS listening test than toward the TOEFL iBT listening test. This difference is also shaped by test preparation.\"},{\"question\":\"What factors account for differences in test-takers’ judgments of the two listening tests?\",\"answer\":\"Substantial differences appear in perceived difficulty level, the amount of new words/technical terms, and familiarity of topics. Test-takers find IELTS less difficult with fewer new technical terms and more familiar topics.\"},{\"question\":\"How are positive attitudes related to test performance?\",\"answer\":\"Test-takers’ positive attitudes toward the tests are strongly associated with better test performance. Lower anxiety when feeling positive helps them perform at their best.\"}]","TEST TAKERS’ ATTITUDES TO THE TEST CONTENT OF THE TWO LISTENING TESTS: IELTS AND TOEFL iBT | PDF",1790890560,58]