- First published on Cambridge's website
Robust English language tests lead to better student outcomes, but universities take inconsistent approaches to language proficiency testing for admissions.
A new study published in ELT Journal highlights disparities in test acceptance, decision-making processes around selection of tests, and the validity of emerging at-home tests.
Findings by researchers from the Universities of Cambridge and Dundee, the British Council, and Cambridge University Press & Assessment, reveal concerns over test reliability, academic preparedness, and the impacts on student well-being and institutional reputation.
The study, which draws on evidence from 50 UK universities, highlights concerns about the English proficiency of some international students at UK universities, amid the rise of new 60-minute online-only tests.
“These concerns are particularly pronounced regarding students admitted through newer online tests, with many staff members reporting that these students often struggle with the academic and communicative demands of their courses,” the authors write.
“The choice of English language tests for admissions has profound implications for both students and institutions. Data from this study highlight concerns about the preparedness of students admitted through less traditional tests. Many institutions report that these students often face significant challenges in adjusting to the academic environment, particularly in terms of language proficiency and academic skills.”
The authors highlight “concerns over security, validity, and the perceived inadequacy” of less-established tests, which have begun to be used by some universities.
“The lack of transparency and external validation, especially for newer tests, exacerbates these concerns, as many of these tests provide little evidence of comparability beyond marketing information.”
The authors note that the shift to online learning and testing during the pandemic “has led to a perceived decline in language standards, with many staff members worried that students are not meeting the necessary threshold for successful academic engagement.”
They add: “The introduction of newer, less established tests during the pandemic has compounded these issues, with faculty members questioning their validity and effectiveness in preparing students for the linguistic demands of HE. For instance, one respondent noted that ‘students who came with the Duolingo award were not in practice equipped to deal with HE life and study’, echoing concerns found in studies about the adequacy of such tests.”
The authors call for universities to adopt evidence-based approaches in selecting which English tests they use to admit students. This, they argue, will allow them to balance accessibility with maintaining academic standards, and to better support international students’ success.
Other recommendations made by the report include more training for admissions, recruitment, and academic staff at universities to improve understanding of the importance of language assessment; enhanced duty of care for international students; and further long-term studies about student outcomes.
When selecting which English language tests to accept, universities have a duty of care – to their own admissions standards, but especially to the international students they are seeking to attract. Getting those decisions right is important. But choosing which tests to accept is not straightforward. The research aims to address this gap by developing a framework for universities to evaluate the tests they accept so that they can make informed decisions. This is in the best interests of their own admissions standards and, more importantly, in the best interests of the international students they admit.
We cannot afford to compromise on quality when it comes to English language tests. These are some of the highest stakes exams around - they enable people to migrate and to study. It’s vital that test-takers, universities, employers and government can trust them.
These findings highlight some of the challenges surrounding English language proficiency, as universities attempt to raise and maintain standards. International students now represent over 23% of the UK’s university population and - with the right English language standards - greatly enrich our world-class universities. Admitting students without sufficient English jeopardises their educational experience and places strains on institutions and faculty.
This study highlights the importance of quality and security in English language testing, for ensuring that international students get the education experience they have the right to expect. It makes constructive recommendations to enable more consistent application of existing best practice relating to English language proficiency tests, within the context of the self-assessment of English language.
