Beyond the score
Beyond the score: why robust English proficiency matters for international students The success of international students is a top priority for UK Higher Education Institutions (HEIs). A new...
Beyond the score: why robust English proficiency matters for international students
The success of international students is a top priority for UK Higher Education Institutions (HEIs). A new study by the British Council, Cambridge University Press & Assessment, and the Universities of Dundee and Cambridge, highlights the critical role of English language tests in this process, demonstrating that the choice of test has far-reaching consequences for student outcomes.
The challenges of English proficiency testing
The landscape of English testing has become increasingly complex, particularly following the pandemic. While universities and colleges rely on English proficiency tests to gauge the language proficiency of international applicants, it's important to recognise that the focus and robustness of assessment can vary significantly between different tests. Not all tests may evaluate the specific skills and language competencies needed for academic success in the same rigorous ways, while established tests such as IELTS (which the British Council helps deliver) continue to set the benchmark for trust and transparency. This variation underscores the need for careful consideration when selecting appropriate English proficiency assessments.
Consequences of insufficient proficiency
The research underscores the significant impact of English language proficiency on international students' academic and social integration. Students with lower language proficiency may face a range of challenges, including:
- Academic struggles: Difficulty engaging with course material, participating in class discussions, and meeting the demands of academic writing. This can manifest as lack of engagement with the cohort, reluctance to practice English, lack of subject-specific understanding, issues understanding academic assessments, lower academic comprehension and motivation, and increased likelihood of academic misconduct such as plagiarism.
- Social isolation: Challenges in communicating with peers and faculty, hindering their ability to build a strong support network. As the study indicates, higher language proficiency facilitates effective communication, which is crucial for engaging with the academic community, understanding cultural nuances, and participating in social activities; conversely, lower proficiency can impede these aspects of social integration.
- Emotional wellbeing: Increased stress and anxiety due to academic difficulties and feelings of isolation. Poor test choice can have a significant negative impact on students’ educational experience including their emotional wellbeing, personal life and adaptation to their host country.
These challenges not only affect the students' experience but also place a strain on university resources, requiring increased investment in language support services and student wellbeing initiatives.
The importance of validity and washback
The study emphasises the need for institutions to prioritise English language tests that demonstrate strong validity – the ability to accurately measure the language skills needed for academic success. This is crucial because, as the research highlights, there can be a mismatch between the language and skills assessed by a test and the actual language demands of university study. The research underscores that English language competency, particularly within an academic context, is not only a fundamental requirement for admission to UK higher education but also vital for an applicant's ability to succeed in their chosen degree course. Furthermore, the concept of washback is crucial. This refers to the influence of the test on teaching and learning. If tests focus on a narrow range of skills or utilise formats that don't reflect academic tasks (such as those often seen in shorter, computer-marked tests), this can lead to a narrowing of the curriculum and teaching practices, potentially disadvantaging students by not adequately preparing them for the full spectrum of academic language use.
Key recommendations for Higher Education Institutions
The British Council-led study calls for a more robust and informed approach to English language test selection.
Universities and colleges are urged to:
- Develop robust test evaluation methods: Implement systematic processes for evaluating English language tests, prioritising empirical validation.
- Enhance language assessment literacy (LAL): Invest in training for staff involved in admissions and student support to ensure a deeper understanding of language testing and its implications.
- Prioritise student support: Provide comprehensive support services to address the diverse needs of international students, fostering their academic success and overall wellbeing.
By taking these steps, higher education institutions can create a more supportive and equitable environment for international students, ensuring they have the language skills necessary to thrive.