However, an increasing number of domestic universities in the countries of non-English speaking world begin to acknowledge the results of these two international standardized English tests when they are admitting Ph.D. They are originally and mainly designed to act as a proof of English proficiency as a foreign language for non-native English speakers with a plan to study in a foreign higher institution where they are required to communicate effectively in the classroom, on the campus and even in the culture. IELTS and TOEFL iBT are two of the most widely available and accepted, the most authentic, objective and researched language proficiency tests. However, substantial differences are identified in such areas as the nature of language and characteristics of tasks, which has a significant impact on test takers’ performance because TOEFL iBT reading test is more difficult in terms of readability, text types, topical features and question types, while IELTS more complex in text length and grammatical intricacy. The results show they share more similarities in test rubrics and input format and slightly differ from each other in score method and specification of procedures and tasks. By integrating Bachman’s framework of test method facet and Alderson’s variables of reading nature, this article formulates a comparison framework in an attempt to compare the reading parts of these two tests. In depth, they distinguish each other in various aspects. With the increasing popularity among test takers and mounting acceptance from academic institutions, TOEFL iBT and IELTS are regarded and treated as equals due to similar purposes and goals.
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