The UK has long thrived on the rich cultural diversity and significant economic contributions of international students. Yet, a growing concern is emerging: how do we ensure every international student arriving in the UK is truly prepared for the rigorous academic demands of higher education? Robust English language tests are crucial, but a British Council-led survey of UK universities suggests that some more recently accepted tests might not be providing the full picture of academic readiness. Many UK universities are tightening their English language requirements, even reversing decisions made during the pandemic. This shift stems from concerns about student preparedness and the strain on support services, highlighting the critical need for reliable English language assessment.
New research uncovers key trends
The British Council, Cambridge University Press & Assessment, and the Universities of Dundee and Cambridge have embarked on a vital research collaboration to understand and address this evolving English language testing landscape for international students in the UK. The study's aim is to develop resources that empower universities to make well-informed decisions about English language assessment, ultimately benefiting both their standards and, crucially, the international students they admit.
In this article, we delve into the initial findings of this study, shedding light on the evolving landscape of English language test acceptance in the UK and offering valuable lessons for institutions worldwide. To further support institutions and build upon these crucial findings, we are now inviting UK and Canadian institutions to participate in a further phase of research.
Evolving English language assessment in UK universities
The study reveals a trend among UK universities to re-evaluate and, in some cases, tighten their English language requirements. This shift is largely attributed to:
- Concerns about student preparedness: Many institutions have observed that some international students, particularly those admitted with newer, less established tests, struggle with the academic demands of their courses.
- Strain on support services: Universities are facing increased pressure to provide additional language support, placing a significant burden on resources.
- Emphasis on test validity and reliability: There's a growing recognition of the importance of using English language tests that are rigorously validated and provide a reliable measure of academic language proficiency.
As the study highlights, while the pandemic led to a temporary expansion of accepted tests to ensure accessibility, many UK universities have since reversed these decisions, prioritising established tests and in-person assessments.
The research indicates that universities can improve their English language test acceptance practices through greater collaboration and consistency in decision-making. EAP (English for Academic Purposes) specialists are frequently involved in these decisions, leveraging their expertise in language development. However, a more holistic approach, incorporating insights from academic faculty and admissions staff, can further enhance the alignment of test requirements with diverse programme needs and better prepare students for their chosen fields.
Take part: Advancing English language assessment in Higher Education
This UK-focused study provides valuable insights for all Higher Education Institutions committed to refining their English language assessment practices and ensuring the continued success of international students. The ongoing research collaboration aims to develop practical tools and guidance for universities to evaluate English language tests effectively, leading to admissions decisions that are both robust and in the best interests of their international student community. To further develop these insights and contribute to evidence-based best practices, British Council, Cambridge University Press & Assessment, and the Universities of Dundee and Cambridge are undertaking a second phase of research.
We invite Admissions, Recruitment, EAP, and Faculty staff in the UK and Canada to participate in a follow-up survey.
By sharing your views, you can:
- Contribute to a global understanding: Share insights into English language test acceptance practices and the challenges and successes experienced with international students.
- Shape assessment literacy resources: Inform the development of valuable language assessment literacy (LAL) resources for universities.
- Inform best practices: Help shape evidence-based recommendations for English language test selection and student support that can benefit institutions worldwide.
- Enhance student success: Ultimately contribute to improved admissions practices and the academic success and overall experience of international students.
Your participation in this next phase will be instrumental in exploring the emerging themes, developing evidence-based recommendations, and ultimately shaping the future of English language assessment in Higher Education.