This paper looks at how students’ preferred language learning strategies can be used to maximize students’ performance in the speaking component of the IELTS test. The research is based on work by O’Malley and Chamot (1990) and was undertaken in the context of an intensive IELTS test preparation course in Vietnam.

The study found that using students’ preferred learning strategies can be an effective way to help them prepare for high stakes international exams. Students who used the metacognitive strategies of self-evaluation and effective organization performed comparatively well in the test.

In contrast, those students who used the cognitive strategy of delayed production generally did not achieve their desired results in the speaking test. A series of recommended activities which had the broadest appeal and most positive outcomes for test candidates are suggested.

This paper examines the relevance of teaching English to speakers of other languages (TESOL) in independent schools, and discusses how schools can develop the curriculum framework, organisational qualities and pedagogical approaches to implement English language intensive courses for overseas students (ELICOS). A variety of ELICOS institutions in the private, university and TAFE sectors offer ELICOS but few Australian schools in the independent education sector conduct their own programs. The paper offers a perspective on operating ELICOS as a TESOL service in one independent school to illustrate how it renewed its curriculum using ELICOS to prepare full-fee-paying international students for further education studies in Australia. The discussion focuses on designing curriculum for high school and foundation studies preparation and on developing an ELICOS program in the context of an independent school.

A major Australian ELICOS College which uses portfolio-based assessment in its ELT programs also runs a number of joint venture programs in Mainland China. From hereon in these will be referred to as the Portfolio-based assessment (PBA) Programs. Each PBA program is run in partnership with a local school or higher education institution. Students are enrolled in an Advanced Diploma of Business, but before students enter the Diploma they need to successfully complete the Australian College’s English training PBA Program. Usually this involves students being assessed in their competencies for the equivalent of CSWE 1, 2 and 3. However, the particular program described in this paper has a slightly different format, in that students complete a Certificate 3 Introduction to IELTS and CULT course before they enterinto the Advanced Diploma of Business.