“English is important, but perfect English is not”: The disjuncture between the IELTS and language experiences from the perspectives of international students in Australia

Abstract This study employs an interpretive argument framework to explore the disjuncture between the International English Language Testing System (IELTS) and real‐life language practices, drawing on test‐takers' perceptions and lived language experiences in Australia. Semi‐structured interviews were conducted with 17 participants from diverse national backgrounds and academic disciplines within Australian higher education. The research aimed to understand their perspectives on the extent to which IELTS scores can be extrapolated to the target language use domain, as well as the factors affecting this generalisation process. The study reveals evidence of “disconnect” between IELTS scores and real‐world language use from two key perspectives: the external reality of English as a lingua franca and the internal nature of standardised testing based on “native speaker” English, as perceived by test‐takers. The findings reveal complexities associated with integrating English into daily use and communication for test‐takers, raising concerns about the role of IELTS as a gatekeeper of university admission in Australia and other Inner Circle countries.