Investigating perceptions and preferences for TOEFL iBT and IELTS tests in Armenia

Abstract

The Test of English as a Foreign Language (TOEFL iBT) and the International English Language Testing System (IELTS) both have varying degrees of acceptance worldwide. Studies conducted to explore stakeholders’ beliefs and attitudes towards these tests suggest that test-takers’ voices can provide valuable information about the tests. This mixed-method research aims to examine Armenian test takers’ perceptions about these tests, in order to gain insights on tests from different perspectives and serve as a basis for stakeholders to make further improvements and grow exams’ market share. The findings of the study are based on data collected through three surveys with TOEFL iBT and IELTS test intenders and test-takers, and interviews with people who had taken both tests. The 453 participants are pupils from state and private high schools, university students, teachers, tutors, and others with different profiles. The results of the study show that the TOEFL iBT test is at the height of its popularity in Armenia, compared to the IELTS test which needs publicity. The attitudes toward the IELTS test sections, particularly listening and speaking, are more positive than those toward the TOEFL iBT test. The main misunderstandings are connected with the assumptions that TOEFL iBT is accepted in much more institutions worldwide than IELTS, and that the tests use American and British varieties of English, instead of the reported Standardized English.