Omani Students’ Familiarity with IELTS-based Reading Exam Format and Strategies: A Qualitative Phenomenological Study

Abstract

This study aims to investigate Omani students’ familiarity with the IELTS-based reading exam’s time limit, format, and reading strategies. It also aims to explore the extent to which Omani students adopt independent learning strategies and the challenges they face while taking the IELTS-based reading exams. Omani students need help with their reading skills, as is shown in their below-average scores in IELTS or IELTS-based reading exams conducted by the British Council and the University of Technology and Applied Sciences (UTAS-Ibra). Hence, this study seeks to answer the research questions of whether Omani students studying at level four are familiar with the IELTS-based reading exam’s time limit, format, and reading strategies, and adopt independent learning strategies. The study employed a qualitative research method, and data was collected from eight students (N=8) studying at level four in the preparatory studies center of UTAS-Ibra. This study is significant because it has implications for the stakeholders. The study results show that participants generally possessed a positive comprehension of the time constraints and overall structure of the Level 4 IELTS-based reading exam. Nevertheless, a notable distinction emerged between high and moderate achievers in utilizing reading strategies, proficiency in comprehending complex vocabularies, and sustained engagement in independent learning. To address the challenges high and moderate achievers face, the study suggests implementing specific interventions tailored to their needs.