Due to its recent popularity among the realm of English learning, IELTS is proving itself as an effective tool for accessing and acquiring such a foreign language like English. Many people, however, posed the opposite idea as their claim is that its validity as well as applicability is unfeasible under some circumstances. To which extent do you agree with this idea about the role of IELTS nowadays.

Assessment is an essential sector of language learning. Yet while this statement is embraced with universal approval, the measurement remains the centre of hot debates. Among the tools of language proficiency testing, IELTS (International English Language Testing System) occupies a prominent position, acclaimed for its practicality and validity across the four skills. However, such praises have been inevitably subjected to numerous criticism that question the applicability advertised. From a personal perspective, I advocate the notion that provided the test is taken advantage of under appropriate contexts, the IELTS exam is an efficient method of evaluating learners' general communicative and academic competence. Prior to considering the merits or the drawbacks of the IELTS, it is crucial to construct a general view on the features and the functions the test targets. IELTS consists of four sub skills, Listening, Reading, Writing and Speaking, which exert equal influence on the overall band score. The focus of this proficiency assessment examination is to measure the ability to manipulate English in real life situations, hence the deliberate restraint of implementing topics requiring specialised knowledge. The grading process is conducted by a well-trained panel of assessors and with the assistance of rubrics with detailed and explicit descriptions on the multiple categorized criterias. This system of arrangement and the predetermined goal have, therefore, brought about significant benefits. First and foremost, IELTS facilitates learners’ effective communication ability since it is professionally designed to be in compliance with the target of developing English use in general contexts. It is acknowledged that in order to achieve a desirable band score, learners should be capable of integrating the elements of formality and informality. The speaking and writing sections provide compelling evidence: while assessees are expected to produce two comprehensive essays demonstrating a rich academic lexical resource and the understanding of complex structures, more casual use of English is desired in the speaking test. Furthermore, the IELTS examination designers strive to cater to a wide range of familiar and peculiar topics. This minimizes the unfavorable circumstances in which learners perform excellently by producing works merely from memory. As a result, the reliability of the test is guaranteed. The fact that the number of academic institutions demanding an IELTS certificate as a prerequisite for successful registration exceeds over 10, 000 has further confirmed the value of the well-constructed test. In addition, the proficiency assessment, IELTS, provides direction signs that guide learners on the journey of English conquering. One of the principles that contribute significantly to the reputation of the test is the establishment of unobstructed and explicit marking criteria, which reflect learners’ English level on multiple grade scales and aspects. An illustration can be derived from the assessment of Task 2 in the writing sector, in which test takers are required to produce a comprehensive essay including at least 250 words in response to a provided topic. During the process of determining the band score, the examiners take into consideration the variety, accuracy and appropriacy of the grammatical structures and vocabulary, the coherence and cohesion as well as how the question has been addressed. Each of these aspects is contemplated and subsequently receives a corresponding band. Based on the descriptions of the published criteria chart, learners gain a profound insight into their current English status by identifying their strengths and areas needed for further improvement. Such knowledge plays a fundamental role in deducing the most practical learning procedures with the highest likelihood of producing fruitful results. Likewise, the ability to perceive one’s gradual advancement by following the procedures is the crucial source of motivation and aspiration to achieve higher goals. Meanwhile, the emergence of skepticism and disapprovals flourish from the misunderstanding of the IELTS test’s primary functions. In line with the assertion that IELTS measures one’s competencies in general contexts, the test remains a safe distance from any specialised academic fields. Thus, it is unrealistic to expect that achieving an admirable band score is synonymous to the effortless understanding of highly academic and scientific materials. Notably, despite the intellectual and professional investments to eliminate wash-back, a condition in which learners acquire merely the content supposed to appear in the test, numerous language centers and individuals invariably narrow the scope of topics to be covered meticulously. While the ratio of what being learnt to what being potentially assessed remains below one, the proportion of fortunate nevertheless exists. Thus, the possibility of wash back leading to remarkable band score is the underlying cause of an impatible performance in English when the assessees are confronted with the variety of real life situations. However, this is a ubiquitous issue in education, hence the irrationality of criticizing the IELTS test without pinpointing similar occurrences in other assessment forms. In conclusion, founded on the ground of facilitating learners’ capability to use English in casual communication settings, IELTS indisputably assists learners and teachers to obtain credible data on one’s language competencies. In combination with the explicit descriptions provided by the assessment charts, the most constructive learning procedures can be established and stimulation is generated. Hence, with a comprehensive view between the functions of IELTS and one’s target of English learning, the test promises to provide significant assistance in language acquisition.