Thesis (Ph.D.) - Cairo University - Faculty of Graduate studies for Education - Department of Curriculum and Methods of Teaching

This study aimed to compare IELTS and TOEFL iBT tests in light of the Common European Framework of Reference for Languages (CEFR) and test-takers{u2019} performance level. Twenty one candidates took both exams, and their marks and perceptions were compared to see how far they matched the content analysis. The results showed some differentiating features. For listening, the two tests differed in terms of accents used, duration, question types and organization, and memory load. For reading, despite topic familiarity, the passages of both tests were long and time was not enough. For speaking, whereas IELTS Speaking Test proved realistic and systematic, TOEFL iBT Speaking Section was more artificial and stressful. For writing, while IETLS Writing Test was appropriate and representative of academic life, TOEFL iBT Writing Section was not. It was also found that candidates did slightly better on IELTS than on TOEFL iBT. However, they scored higher on IELTS Listening and Speaking tests, and on TOEFL iBT Reading and Writing sections, respectively. Moreover, though the tests seemed different, candidates{u2019} responses to the pertinent questionnaires were almost similar and matched content analysis. The study recommended that both tests be revisited and merged in light of its pertinent conclusions

Issued also as CD