The Lack of Effective Feedback in IELTS Preparation Courses for Arabic Students

Abstract

This study investigates lack of effective feedbacks in IELTS preparation courses for Arabic trainees and its impact on their language growth and testing preparedness. However, feedbacks represent core elements in language study and are essential for producing the productive skills (writing and speaking) expected through the IELTS exam, feedbacks received have been found to be too vague, inadequate and non-aligned with IELTS band descriptors by many Arabic candidates. The paper reviews the theoretical underpinnings of feedback practices, such as constructivist and sociocultural perspectives while identifying cultural, linguistic, and pedagogical dimensions influencing the way Arabic learners perceive and engage with feedbacks. The data points to various hurdles (e.g., lack of instructor expertise, large class sizes, time constraints, difficulty with listening, reading, writing, and speaking) that adversely impact the effectiveness of feedbacks. The study recommends the development of quality in feedbacks, including evaluation criteria, a learner-focused approach, inclusion of technology tools and professional development improvement of the IELTS instructors. These results highlight the urgent need for formalized, tangible, and culturally salient feedback initiatives in order to facilitate those students in Arabic IELTS more effectively.