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Consolidating 25 Years of Research on IELTS Writing: A Scoping Review
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Atragin sadat Saadatmand   , Mansoor Ganji * , Ali Beikian , Nahid Yarahmadzehi |
| Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran & English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran |
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Abstract: (906 Views) |
IELTS writing is a critical factor in facilitating academic and professional mobility and success of both EFL learners and non-English majors globally. This study systematically identifies and categorizes the principal research themes, methodological trends, learners’ challenges, and proposed solutions through a scoping review of the previous literature. In accordance with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, relevant studies on IELTS writing task 2 were identified and screened from Google Scholar, Scopus, Web of Science, and ResearchGate. Through a multi-stage screening process based on rigorous exclusion and inclusion criteria, 30 peer-reviewed studies were selected for the final content analysis. Thematic content analysis employing manual open coding was applied to these chosen studies in order to identify the recurring patterns regarding the themes, methodology, problems, and solutions. The analysis yielded five primary themes: linguistic features, cross-linguistic transfer, pedagogical interventions, assessment and washback, and emerging AI-based evaluation. The findings showed that IELTS writing research is mainly employing qualitative approach, followed by mixed-methods, making use of corpus analysis, discourse analysis, surveys, and classroom interventions. According to these studies, candidates consistently face challenges in grammar, lexical range, coherence, L1 transfer, and task management, while the proposed solutions strongly emphasize genre-based instruction, model-essay noticing, contrastive rhetoric teaching, focused feedback, strategy training, and AI-supported diagnostic tools.
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| Keywords: Assessment, IELTS Writing, Learner Challenges, Pedagogical Interventions, PRISMA, Scoping Review |
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Type of Study: Research |
Subject:
General
Received: 2026/02/8 | Accepted: 2026/02/10 | Published: 2025/04/20
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