English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study explores which types of IELTS Academic Reading strategies are used, and the impact of these strategies on test outcomes. The study was a quantitative research, using descriptive-correlational design based on data collected from students at Sino-US University in China. Descriptive and inferential statistics were used to analyze the data. The method used in this study was a partial replication the work of a previous researcher’s exploration of the reading processes learners engage in when taking IELTS Reading tests. Participants first finished an IELTS reading test, and then completed a written retrospective protocol. The analysis reveals that there is a moderately positive relationship between the choice of text preview strategy (from 1 to 5) and the outcome. A pattern was identified that using expeditious reading strategies to initially locate information, and more careful reading strategies to identify answers to the question tasks was common among high-scoring participants.

An Exploration of the Relationships Between Different Reading Strategies and IELTS Test Performance: IELTS Test Taking Strategies - Chinese Students