KAZAKHSTANI HIGH SCHOOL STUDENTS’ PREFERENCE FOR IELTS OVER THE ENGLISH EXAM ON UNIFIED NATIONAL TESTING

ABSTRACT

In the context of the globalization of education, Kazakhstan is witnessing a growing interest in the international IELTS exam as an alternative to the internal English language assessment within the Unified National Testing (UNT) framework. This study analyzes the reasons why 11th-grade students at the private school “Dostyk” prefer taking the IELTS exam instead of the English language component of the Unified National Testing (UNT). The focus group consisted of 20 students who had successfully passed the IELTS. Research methods include a quantitative survey and analysis of motivational factors. Results indicate that the key motivations for choosing IELTS are the opportunity for automatic conversion into Unified National Testing (UNT) points, reduced stress, and confidence in objective evaluation. Barriers such as language complexity and the risk of receiving a low score were also considered.

АННОТАЦИЯ

В условиях глобализации образования в Казахстане растет интерес к международному экзамену IELTS как альтернативе внутреннему оцениванию по английскому языку в рамках Единого национального тестирования (ЕНТ). В данном исследовании анализируются причины, по которым ученики 11-х классов частной школы «Достык» предпочитают сдавать экзамен IELTS вместо языкового компонента Единого национального тестирования (ЕНТ) по английскому языку. Фокус-группа состояла из 20 учеников, успешно сдавших IELTS. Методы исследования включают количественный опрос и анализ мотивационных факторов. Результаты показывают, что ключевыми мотивами выбора IELTS являются возможность автоматического перевода в баллы ЕНТ, снижение стресса и уверенность в объективной оценке. Также учитывались такие барьеры, как языковая сложность и риск получения низкого балла.

Keywords: IELTS, Unified National Testing (UNT), Kazakhstan, motivation, exam choice, educational strategy, international education.

Ключевые слова: IELTS, Единое Национальное Тестирование (ЕНТ), Казахстан, мотивация, выбор экзамена, образовательная стратегия, международное образование.

Introduction

The education system of Kazakhstan has undergone significant transformations over the past decades, with integration into the global academic space being one of the key trends. The Unified National Testing (UNT) has served as a mandatory university entrance examination since 2004 (MoES RK, 2023). At the same time, international standards such as IELTS (International English Language Testing System) have become increasingly popular among students and universities both within and outside the country.

IELTS is a standardized test assessing English language proficiency in academic and professional contexts and is recognized by more than 10,000 institutions worldwide (IELTS, 2022). Many Kazakhstani universities now accept IELTS scores as an equivalent to the English section of the UNT, leading to a significant shift in exam preferences among high school students.

The aim of this study is to explore the motivational, academic, and strategic reasons why Kazakhstani high school students prefer IELTS over the English exam at the UNT.

The discussion of national versus international forms of final assessment is active in contemporary educational science. According to OECD (2020), equitable access to international assessments and fair recognition of such results are critical in developing inclusive education systems in transitional economies. Educational decisions among high schoolers increasingly depend on academic goals, perceptions of exam objectivity, and levels of educational mobility (Saville, 2013).

While UNT is a mandatory state exam in Kazakhstan that ensures an objective evaluation across five subjects, researchers argue that the test is overly standardized, lacks flexibility, and induces high levels of stress (Kassymova et al., 2020). Students also report that the UNT format does not always allow them to demonstrate real linguistic and analytical skills.

The Ministry of Education and Science of Kazakhstan officially permits the use of IELTS certificates (with a minimum score of 5.0–6.0) as a replacement for the English section of the UNT (MoES RK, 2023). This provides students with a strategic advantage—by avoiding the uncertainty of a high-stakes exam, they can obtain a stable, convertible score applicable for university admissions within Kazakhstan.

IELTS as an Alternative

IELTS is one of the most widely taken English proficiency exams, recognized globally by universities, employers, and governments. Its adaptive structure, transparent scoring criteria, and the opportunity for retakes make it appealing to students (IELTS, 2023). According to the IELTS (2022), over 10,000 candidates register for IELTS annually in Kazakhstan, most of whom are high school students or recent graduates from private schools.

Zhanuzakova and Nurkassymova (2021) found that more than 65% of students in Kazakhstan’s cities aim to study abroad, particularly in the UK, Korea, Canada, and Turkey. This trend is driven not only by personal motivation but also by school policies, as private schools often offer specialized IELTS preparation programs, unlike UNT-focused curricula.

Contemporary literature on student motivation highlights that exam choice is both an academic and emotional decision. Students report that UNT induces high anxiety and reduces confidence in their knowledge (Anderson et al., 2019). In contrast, IELTS is perceived as more fair, “objective,” and internationally recognized, despite its difficulty.

Methods and Materials

This descriptive-analytical study uses a quantitative approach with qualitative elements based on open comments from participants. A structured questionnaire was developed to identify motivational factors influencing the choice of IELTS over the English UNT. 20 students from the 11th grade of Dostyk Private School (Almaty, Kazakhstan) were selected.

All participants had taken the IELTS exam, planned to take the UNT in 2025, studied in a class with an advanced English curriculum. 16 of them are female (80%) and 4 are male (20%). Mean age is 16.  Mean IELTS score is 6.0 (range: 5.0–7.5). The questionnaire contained closed questions (single/multiple choice), two open-ended questions about attitudes toward IELTS and UNT, One recommendation-related question. The form was tested for validity and clarity and administered online (Google* Forms). Students were informed through the school coordinator. The form was available for one week. Participation was voluntary and anonymous. Approval was obtained from school administration. Quantitative analysis (frequency and percentage) was used. Qualitative content analysis of open responses (recurrent themes and categories: strategy, emotion, preparation, etc.) was used.

Results

Table 1.

Exam Preference

Table 2.

IELTS Scores

Table 3.

Reasons for Choosing IELTS

Attitudes Toward UNT (Open-ended):

1. Does not reflect actual skills, especially speaking and writing. (Student A)
2. Too much guessing. (Student B)
3. Stressful, and no chance to retake. (Student C)

Table 4.

Attitudes Toward IELTS

Table 5.

Recommendations to Peers

Discussion

Strategic Advantage of Score Conversion

The primary motivation (85%) is the ability to convert IELTS scores to UNT points, securing a stable result and reducing uncertainty and pressure during the admission process (Kassymova et al., 2020).

Orientation Toward International Education

75% aim to study abroad, consistent with Zhanuzakova & Nurkassymova (2021). IELTS is a symbol of global academic mobility and preparation for international success.

Perception of Exam Formats

IELTS is perceived as more objective and comprehensive (includes speaking, writing, listening, and reading), while UNT is viewed as limited and stressful (Anderson et al., 2019).

Language Barriers

20% of students find IELTS difficult, particularly without a strong foundation. This points to disparities in access to preparation resources between private and public schools.

School and Parental Influence

45% were advised by schools; 35% by parents. This underlines the socio-educational environment’s influence on student decisions.

Implications for Educational Policy

IELTS is becoming not just an alternative, but a preferred method of assessment. Education authorities should consider formally integrating international exams like IELTS as part of national testing strategies.

Conclusion

For 11th-grade students at Dostyk School, IELTS represents a strategic, academically motivated, and socially supported choice over the UNT for English language evaluation. This trend reflects broader changes in Kazakhstan’s education system toward international standards and global readiness.

*(По запросу Роскомнадзора сообщаем, что иностранное лицо, владеющее информационными ресурсами Google, является нарушителем законодательства Российской Федерации — прим. ред.)

References:

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