RESEARCHING LEARNER DIFFICULTIES IN IELTS SPEAKING

Abstract

The International English Language Testing System (IELTS) Speaking test is a widely recognized measure of spoken English proficiency, with Part 3—Discussion—posing significant challenges for many learners. This study aims to investigate the common difficulties that learners face specifically in Part 3 of the IELTS Speaking section. Unlike the relatively structured nature of Parts 1 and 2, Part 3 requires test-takers to engage in extended discourse, justify opinions, make comparisons, and explore abstract ideas—all of which demand a high level of lexical resource, grammatical range, fluency, and coherence. The current research adopts a mixed-methods approach, including a detailed analysis of candidate performance data, interviews with IELTS instructors, and a survey of test-takers who have recently taken the exam. Findings reveal that many learners struggle with organizing complex ideas, using appropriate discourse markers, and maintaining coherence in responses. Additionally, a lack of topic-specific vocabulary and insufficient critical thinking skills further hinder their ability to perform well. Cultural factors and educational background also appear to influence students’ readiness for the analytical depth required in Part 3. This paper contributes to the growing body of literature on language assessment by identifying pedagogical implications for IELTS preparation and suggesting targeted instructional strategies to overcome these specific challenges. The study emphasizes the need for more learner-centered approaches in IELTS training programs, with a focus on developing argumentative speaking skills and improving learner confidence in expressing abstract thoughts