Evaluating Listening Tasks in IELTS Coursebooks

Although IELTS preparation materials often claim to promote communicative competence, there is growing concern that they prioritize test-taking strategies over the development of authentic listening skills. This study examines the communicative orientation of listening tasks in six widely used IELTS preparation coursebooks in Iran (selected based on consultations with ۱۵ institute directors across four major cities). In this context, learners heavily rely on instructional materials due to limited access to authentic English input. Utilizing an integrated framework that synthesizes Goh’s (۲۰۰۱) task typology with Bachman and Palmer’s (۱۹۹۶) model of communicative language ability, the study analyzed ۵۶۵ listening tasks, a large sample, drawn from these internationally published IELTS coursebooks. Tasks were classified into four categories, one-way transactional, one-way interactional, two-way transactional, and two-way interactional, based on their participatory structure and communicative purpose. The findings show a clear imbalance; tasks are predominantly one-way transactional, emphasizing passive information extraction with limited opportunities for interactive engagement or pragmatic interpretation. While some coursebooks exhibit a gradual progression toward communicative authenticity across proficiency levels, others remain heavily exam-oriented. This variation reflects inconsistent support for developing real-world listening skills. In the Iranian EFL context, such a focus on non-interactive tasks may hinder learners’ pragmatic and strategic competence, leaving them underprepared for academic and professional communication. The study highlights the need for more communicatively oriented materials and pedagogical strategies aligned with national curriculum goals.

کلیدواژه ها:

IELTS preparation materials ، listening task authenticity ، communicative competence ، washback effects