How preparing for an English test can help students build academic habits that last

How students use their preparation time before university matters. The transition to campus life can be challenging and even international candidates who have met minimum language requirements may not be fully prepared for the academic demands of higher education.

Much of that preparation is shaped by the requirements that institutions set. In our previous article in this series, we explored the concept of washback: the effect that an assessment has on teaching and learning. One of the key takeaways was that admissions decisions not only determine who is admitted but also influence how students prepare for university study.

By understanding how test preparation affects readiness, institutions can better anticipate how students will cope with academic demands once they arrive on campus.

The transition challenge for international students

Many international students struggle in the early stages of university with fast-paced lectures, lengthy complex reading texts and frequent writing assignments. These challenges are often linked to cognitive load – the total demands a task places on someone’s attention and memory. When students have limited English proficiency, they spend a large proportion of their mental effort on processing language – vocabulary, grammar and sentence structure – rather than engaging with ideas, arguments or data.

As a result, students may understand less of what they hear in lectures, take longer to complete readings and find it difficult to express their knowledge clearly in writing or discussions. This can affect academic performance, confidence and in some cases overall wellbeing during the critical first semester.

How test preparation supports the transition to academic tasks

Preparation for English language tests can help students move beyond passive language study towards meaningful engagement with academic tasks. This is most evident when preparation involves working with complex texts, extended responses and activities that align with higher education expectations.

Through this type of learning, students begin to develop a range of transferable academic skills, for example:

• Skimming and scanning – effective understanding and analysing of information
• Paraphrasing and summarising – communicating ideas clearly in writing or speech
• Predicting and inferencing – making sense of incomplete or unfamiliar details
• Time management – planning and completing tasks under deadlines
• Self-monitoring – reviewing performance and adjusting strategies for more effective learning.

Skills practice is most effective when learners engage with well-designed test tasks that include relevant content, helping them develop capabilities they are likely to need in academic or professional settings. Tests that focus narrowly on grammar or vocabulary, on the other hand, may not provide the same opportunities.

Admissions staff may therefore find it useful to ask test providers for evidence or feedback about how they design test tasks and educational impact of their assessments. Visit this page for more detail on the IELTS Academic test.

Building confidence through meaningful language use

A key benefit of developing relevant academic skills is increased confidence. Students who have practised expressing ideas in writing or speaking about unfamiliar topics are often more willing to participate in seminars, ask questions and engage in group work.

This confidence comes from the underlying language ability developed through meaningful learning activities. Familiarity with academic tasks – such as structuring an argument, describing data, or using linking words – allows students to focus more on content and less on language form. This can help reduce anxiety, improve engagement, and support a more positive experience during academic courses.

Academic habits that support long-term success

In addition to building language ability, effective test preparation can help students develop habits that support long-term academic success. Engaging with demanding tasks encourages students to manage their time, work independently, and respond to feedback – all essential skills in higher education.

Students who have practised reading complex texts, planning written responses, and revising their work are often better prepared for the rigour and pace of university study. This can reduce the need for language-related remedial support in the first semester and allow academic and administrative staff to focus resources on others who need assistance.

Applying language skills beyond the classroom

Students can also transfer the skills they develop through meaningful preparation to wider aspects of university life. For instance, strong communication supports participation in group projects, collaboration with peers, and engagement with extracurricular activities.

These outcomes stem from underlying language ability and academic skills, not test preparation alone. It’s only when preparation encourages these habits that students are better able to apply what they’ve learned across academic and social contexts.

Where English language tests fit in

Not all English language tests generate the same learning outcomes. Assessments that include productive skills and academic-style tasks are more likely to encourage preparation aligned with university study.

For example, IELTS Academic includes extended writing, spoken interaction and comprehension of complex texts. Research shows that preparation for these tasks has substantial overlap with English for Academic Purposes (EAP) and can support development of skills relevant to higher education.

Understanding these links can help admissions and English department staff make informed decisions about which tests to accept, how to set entry requirements and what support to offer new students.

Takeaways

English language tests are often seen as a hurdle to entry, but their influence extends well beyond admission. The way students prepare for these tests can shape their study habits, everyday language use and readiness for university.

By considering washback and the influence of different tests on learning behaviour, universities can base admissions decisions around what best supports student preparedness, confidence and long-term success.

The IELTS Language Assessment Literacy Guide provides universities with the practical tools they need to make confident, evidence-based decisions. Download the free guide to help you evaluate which language tests your institution should accept.