Time Allocation Effect on Test Scores for Academic Writing of Indonesian English Learners

Datos Bibliográficos

ID21805362
AutoresMardiana Mardiana (0000-0003-0680-7019), Burhanuddin Arafah (0000-0003-0316-8370, Hasanuddin University), Djuwairiah Ahmad, Andi Kaharuddin (0000-0003-4918-2311), Kaharuddin Kaharuddin (0000-0003-2325-5359), Fahmi Room (Universitas Muhammadiyah Jember), Efendi Barus (North Sumatra Islamic University)
Año2023
Volumen14
Número6
Páginas1628-1636
Fecha de publicación2023-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Language Teaching and Research (JOURNAL)
Identificadores de la revistaISSN: 1798-4769 • E-ISSN: 2053-0684
EditorialAcademy Publication (PUBLISHER • GB)
DOI10.17507/jltr.1406.21
OpenAlexW4388129934
IdiomaEN
Citas recibidas9
Referencias citadas29

It is widely known that test takers with a more extended time allotment in IELTS can perform better in the writing portion than those with a lower time allotment. The most compelling argument for test providers to limit test administration time, particularly for academic writing activities, is practicality. This article assesses how the time allotted differently of 30 or 50 minutes affects the writing skills of English learners and that the time allotted for the IELTS test is confirmed as the most efficient. The test takers' writing was evaluated using a variety of measures in this study. An interview was also conducted to unveil their experiences related to the time allotment. The findings reveal improved writing skills in terms of fluency when a lengthier (30-minute) time limit was given. Complexity is also enhanced, and the learners are difficult to conclude. The learners' results could vary due to the two-timing conditions; they believe in performing better under the extended time allotment

Allotment · Fluency · Indonesian · Linguistics · Management · Mathematics education · Time limit · Time management · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology · Artificial Intelligence