IELTS Writing Task 2 Challenges Inventory: Reliability and Validity Assessments

Chang Bao Suo; Boon Yih Mah; Nur Ilianis Adnan; Hui Zanne Seng

doi:10.47405/mjssh.v10i6.3430

Chang Bao Suo Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 10350 Permatang Pauh, Pulau Pinang, Malaysia.
Boon Yih Mah Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 10350 Permatang Pauh, Pulau Pinang, Malaysia. https://orcid.org/0000-0001-9505-6610
Nur Ilianis Adnan Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 10350 Permatang Pauh, Pulau Pinang, Malaysia.
Hui Zanne Seng Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 10350 Permatang Pauh, Pulau Pinang, Malaysia.

DOI: https://doi.org/10.47405/mjssh.v10i6.3430

Keywords: EFL, Challenges, IELTS Writing Task 2, Reliability, Validity

Abstract

English as a Foreign Language (EFL) learners, especially Chinese undergraduates preparing for IELTS, face notable challenges in Writing Task 2, which demands advanced critical thinking and alignment with IELTS band descriptors (Task Response, Coherence/Cohesion, Lexical Resources, Grammatical Range/Accuracy), and this study aimed to validate the IELTS Writing Task 2 Challenges Inventory (IWTCI) by assessing its reliability and validity via a quantitative survey of 121 Chinese EFL students with IELTS training/testing experience who completed a 20-item Likert-scale questionnaire mapped to the four criteria. Psychometric analyses showed strong internal consistency (Cronbach’s Alpha: 0.815–0.890 for subscales, 0.890 overall) and suitable factorability (KMO ≥ 0.734, Bartlett’s p < 0.001), with descriptive statistics revealing lower mean scores in Lexical Resources (M = 1.34–1.95) and Coherence/Cohesion (M = 1.58–2.12) as primary challenges; the IWTCI was confirmed as a reliable and valid tool for identifying specific writing difficulties, highlighting the need for targeted instruction in lexical diversity and cohesive device use, and future research should expand samples and integrate qualitative methods to support evidence-based strategies for improving EFL learners’ IELTS performance.

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Author Biography

Boon Yih Mah, Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 10350 Permatang Pauh, Pulau Pinang, Malaysia.

Assoc. Prof. Ts. Dr Mah Boon Yih, a Professional Technologist, Microsoft Certified Educator, Microsoft Educator Trainer (2022-2023), Microsoft Innovative Educator Master Trainer (2021-2022) and Microsoft Innovative Educator Expert (2021-2023), is an Associate Professor at the Academy of Language Studies, UiTM Penang Branch, Malaysia. He holds three degrees: PhD (E-learning), MA (Applied Linguistics), and BAEd (Hons) in ELS. As the outcome of his doctoral thesis, he has become the founder of Web-based Cognitive Writing Instruction (WeCWI), an award-winning hybrid e-framework for instructional design and language development, and WeCWI Integrated Solutions (WeCWIIS), a solution-driven web-based consulting startup at https://www.wecwi.com. Assoc. Prof. Ts. Dr Mah is included in the Encyclopedia of Successful People in Malaysia (5th Edition), Who’s Who in Science and Engineering 2011-2012 & 2016-2017, Who’s Who in Asia 2012, 2000 Outstanding Intellectuals of the 21st Century (7th and 9th Editions), Top 100 Educators 2012, Dictionary of International Biography (36th-38th Editions), Who’s Who in the World 2013-2015, Top 100 Professionals 2015, Leading Educators of the World 2015, and 50 Fabulous Edutech Leaders 2019. In addition, he is also the winner of the World Education Congress Global Awards 2016: Education Leadership Award (for Excellence in Education, Leadership & Teaching), Rector’s Special Award 2017, Award for Excellence in eLearning 2019, The Top Best E-learning Award 2020, and Anugerah Pengajaran (Kelompok Sains Sosial dan Kemanusiaan) in UiTM AAU2020.

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