As the higher education landscape becomes more globalised, universities increasingly recognise language proficiency of international students as critical – not only as a measure of admission readiness, but for long-term academic success and social integration. While reading and writing skills often take precedence, speaking skills are equally as vital, enabling students to engage in their studies and build relationships.
Beyond the classroom, effective communication in spoken English supports student wellbeing, a sense of belonging and ultimately, the desire to persevere with their studies. Students who can navigate everyday interactions with confidence are more likely to thrive. For those leading international student recruitment, assessing real-life speaking competence precisely is not merely about entry requirements; it’s an essential part of setting students up for success.
Speaking skills assessed by IELTS vs other tests
The International English Language Testing System (IELTS) takes a distinctive and rigorous approach to assessing speaking proficiency through a one-to-one, face-to-face interview with a certified examiner. Its three-part format is designed to elicit spontaneous, authentic language while also providing a consistent framework for fair evaluation. More importantly, it replicates the type of natural, real-life interactions students will encounter at university and beyond.
In contrast, many other high-stakes English language tests struggle to capture the interactive and dynamic nature of extended real-life communication due to a preference for the efficiency of technology over the value of authenticity.
Live interaction plays a crucial role in assessing not just accuracy and vocabulary, but fluency, coherence, and interactional competence – the ability to manage a conversation, respond appropriately and build on others’ contributions. These are precisely the skills students need for the academic environment and everyday campus life. IELTS remains uniquely positioned to assess these aspects effectively and meaningfully.
The speaking skills students need in their first year at university
The transition to university life presents a range of linguistic and social challenges, especially for international students adapting to a new academic culture. In their first year, students must quickly acquire a wide range of speaking skills.
One of the most immediate needs is navigating informal social situations. Whether it’s joining clubs or participating in casual conversations with classmates, students need to be able to speak fluently, listen actively and interpret tone and context. These social interactions are critical for emotional wellbeing and can significantly influence a student’s sense of belonging and confidence in their receiving institution.
Academically, speaking skills are key to participating in seminars, tutorials and group discussions. These settings often involve spontaneous dialogue, critical thinking and the ability to articulate ideas clearly and respectfully, all in real time. This level of interaction demands more than vocabulary knowledge or grammatical accuracy; it requires fluency, coherence and the capacity to engage meaningfully with others.
Furthermore, first-year students are frequently expected to give presentations and to ask or answer questions in front of their peers. These tasks demand the ability to organise ideas clearly, use appropriate academic language and respond to audience cues. Confidence in these settings directly affects academic performance and participation, as well as the development of key transferable skills.
For universities committed to student success and retention, it is essential to ensure that international applicants possess the speaking skills needed to meet these challenges. A language assessment that reflects real-world communicative demands is therefore a critical component of effective international student recruitment.
How preparing for IELTS gives students the skills they need for these real-world contexts
The IELTS Speaking test is designed to assess the communicative skills students will need throughout university life. Each part of the test targets specific, real-world speaking situations, helping students build both confidence and competence from their first day on campus.
Part 1: Small talk and personal questions
The first part of the Speaking test focuses on familiar speaking themes such as home, studies, and interests – mirroring everyday conversations that take place in informal campus settings. By practising responses to personal questions, students build fluency and ease with small talk, which is essential for forming social connections in a new environment. This also allows test takers to ease into the more challenging tasks that follow, reducing anxiety so they can perform at their best.
Part 2: The extended turn
In the second part of the test, students are asked to speak on a given topic for up to two minutes. For this, they need to organise their thoughts, maintain coherence and speak without interruption – skills directly transferable to academic presentations and solo speaking tasks. Preparing for this section helps students develop strategies for structuring spoken content, managing nerves, expressing ideas clearly and logically and correcting or clarifying previous arguments. All these are transferrable skills for delivering presentations in seminars, contributing confidently in group projects or responding to questions in class.
Part 3: Discussion and argument development
The final part of the IELTS Speaking test involves a more abstract, analytical discussion related to the topic introduced in Part 2, where students have to express and justify opinions, compare ideas and explore implications. Here they need to develop arguments, think critically and interact effectively, in order to engage meaningfully in university-level discussions.
By aligning test preparation with real communicative demands, IELTS serves as more than an admissions tool. It functions as a bridge between the pre-university experience and the dynamic, interactive environment of higher education.
The bigger picture for universities: retention, student wellbeing, and revenue protection
Research has shown that English language proficiency is closely linked to academic success, social adjustment and overall wellbeing in university settings. Students who can communicate effectively are better equipped to form supportive peer networks, access university services and navigate everyday challenges – all factors that contribute to positive mental health and institutional belonging.
Conversely, language barriers remain a well-documented risk factor for international student dropouts as they encounter difficulties in expressing ideas, participating in discussions or seeking help. Limited language skills can hinder students’ social and contextual experiences, leading to frustration, isolation and disengagement, which increases their vulnerability to stress and withdrawal.
For universities, the implications extend beyond student welfare to financial sustainability. International student dropout not only disrupts the academic community but also results in significant revenue loss and reputational damage. Utilising high-quality, reliable language assessment such as IELTS mitigates these risks by ensuring students possess the communicative competence needed to thrive both academically and socially.
By prioritising speaking skills through proven assessments, universities strengthen international student recruitment, improve retention, enhance student satisfaction and promote long-term institutional success. In this way, IELTS serves as a strategic partner, rather than merely a testing tool, to help universities safeguard their investment in international students and uphold their commitment to inclusive, high-quality education.