Chinese test-takers of IELTS amidst growing Sino-western political tensions: a thorny EDI problem?

Research shows topic can influence the experience and scores of test-takers from particular backgrounds – for example, Iranian test-takers required to speak or write about genetic research or dancing, both prohibited by religious taboos in their country (Khabbazbashi, 2021). This poses an EDI and “fairness” problem (Kunnan, 2017). One potential problematic intersection relates to the world’s largest international English test, IELTS, and the country from which originate the most test-takers, China. Specifically, IELTS Academic Writing Task 2 requires that test-takers “evaluate and challenge ideas” on a social issue, and Speaking Test Part 3 that they discuss “abstract issues” mostly relating to society (Cambridge University Press & Assessment, 2017:6). However, such discussion of social issues is often discouraged in China, whether by law or social norms. Thus if a Chinese test-taker is asked to evaluate government defense spending, online media, or globalization, she may feel pressured by social and legal context to give one response, while also pressured to give a conflicting response because of assumptions about the opinions of examiners from western countries. Given growing tensions between China and the Anglosphere (Doshi, 2021; Rudd, 2022; Zhong, 2022), such anxieties are likely to increase. This qualitative study conducts interviews with 15 Chinese test-takers who have each taken IELTS multiple times, and some of whom have worked as IELTS trainers. Participants are asked about how they felt social issue-related topics affected their test-taking experience and scores. The findings are analyzed thematically. While recommendations are difficult to make in this politically-sensitive area, it remains important to identify where testing might present an EDI problem.