在本篇論文代寫-雅思成績作為預測因素的分析中可以了解到，雅思考試在世界范圍內被所有國家和學術機構所接受，尤其是雅思考試，它的有效性是為學生制定學習計劃服務的。雅思考試的目的是幫助學生在國外的新生活中使用英語。由於缺乏課外語言的接觸，雅思成績的預測效度和課堂上所需的能力傾向表明，外國學生的初始英語水平可能實際上需要高於英語國家。另一方面，在實踐中，有時也可能是相反的，因為負責英語教學的教師可能會調整他們的風格，以適應非母語的觀眾，提供額外的視覺支持，或將一些語言支持納入課程計劃(Kurtan, 2003;Panday, Hajer和北極，2007)。因此，將IEST分數作為有效預測因子的必要性越來越大。接下來有關論文代寫-雅思成績作為預測因素的分析內容分享給大家閱讀。
ELTS is needed for Taiwanese students as with all other foreign nations. As the IELTS site argues, taking IELTS examinations will create many opportunities for students. For instance, in the case of worldwide organizations, from government organizations to academicians, employment institutions and more, it is argued that IELTS is the only language that is accepted for immigration. It is accepted worldwide by all countries and academic institutions in particular, the IELTS and its validity serves for the construction of an academic plan for the student. Now as the previous sections on the issues of English language learning for the Korean student suggests, a transition from English as a second language to English as the only language in the classrooms of the UK student environment could be improved with such a plan.
The IELTS test is designed to help the student use English in their new life abroad. Because of the lack of exposure to the language outside the classroom, the predictive validity of IELTS scores and the needed aptitude in the classroom indicates that foreign nation students’ initial level of English may actually need to be higher than in English-speaking countries. On the other hand, in practice the opposite might also sometimes be true because the teachers responsible for courses taught in English may adapt their style to a non-native audience, providing extra visual back-up, or integrating some language support into the course program (Kurtán, 2003; Panday, Hajer and Beijer, 2007). Thus the necessity to understand IEST scores as valid predictors increases. Similarly, in the context of Taiwanese university students whose English is limited and with apparent pre-existing state of anxiety (with regard to oral communication, at least), learning English in a classroom with a native speaker teacher and international classmates, communicating with their host family and local people could be even more challenging and anxiety-provoking than sitting in an English classroom in Taiwan. In such environment, understanding IELTS as predictors would also help the institution better prepare for the student as well.
Predictive validity studies of IELTS and academic performance have been conducted. However, there are not much direct studies on IELTS speaking and listening scores directly linking with the Taiwanese student ability to interact in an English speaking higher education environment. Most predictive validity studies in fact are focused on identifying how IELTS connects with academic performance, and even these have shown very inconsistent results, (Cotton & Conrow, 1998; Dooey, 1999). Some correlations are at the best weak.