OVERVIEW OF PROJECT

To satisfy language requirements for immigration and university entrance, English Language Learners must pass a language proficiency test, e.g., Test of English as a Foreign Language (TOEFL iBT) or International English Language Testing System (IELTS). English language testing industry is a billion-dollar business. There have been more than 25 million reported TOEFL test takers to date (ETS, 2010). In 2006, there were 13 million College English Test (CET) test takers, making it the largest English language proficiency test in the world (Jin, 2005; Zheng & Cheng, 2008). Consequently, test preparation centers are flourishing around the world to prepare test takers in successfully passing such tests. Test preparation is a doubleedged sword for students, teachers, administrators, and test developers. Appropriate test preparation practices may help test takers target their studying and improve overall language ability while simultaneously help them attain higher test scores. In sharp contrast, improper test preparation practices aim to teach students “tricks to beat the test” that may artificially inflate their test scores, and have little to no effect on test takers’ actual language ability (Koretz, 2005). Such inflated test scores are of grave concern for university entrance administrators, immigration officials, and potential employers. For instance, university students with inflated test scores will most likely struggle in their first-year courses and unduly strain the support services provided (e.g., Campbell & Li, 2008; May & Kettle, 2010).