The British Council is conducting a large-scale study with partners to understand the impact of English language test choices for UK Higher Education. The study has been initiated in response to growing concerns about the proficiency levels of international students in the post-Covid era.
The Covid-19 outbreak, along with the emergence of new English language proficiency tests, led to a shift among institutions to accept a broader range of tests post-2020. However, emerging evidence from the industry suggests that many international students are now lacking the level of English proficiency required to thrive both academically and socially.
Our research
This mixed-method study is being carried out by a cross-institutional research group with colleagues from the British Council, University of Dundee, University of Cambridge and Cambridge University Press and Assessment.
In the first phase of the study, we spoke to Admissions, Recruitment, English for Academic Purposes (EAP) and Faculty staff from institutions across the UK to understand the current landscape for English proficiency testing.
We explored how decisions on test choices are made, perceptions of university personnel towards the different tests, and how adequate the information provided by testing services is for assessing the different test systems.
Initial findings have indicated:
- 64% of responding institutions widened their English language test acceptance during the Covid pandemic, but more than half of those (54%) have since tightened requirements.
- Less than 42% of academics felt they had access to enough reliable information to make informed decisions on test acceptance, and 20% said that they need more information on test comparability. In turn, institutions reported challenges in assessing the language support needs of students who had not undergone robust English language testing, like IELTS, before admission.
- The study suggests that students who complete intensive English or pathway courses before starting their studies perform significantly better. Regardless of test scores, it has become clear that students need to learn broader academic skills in English to be able to thrive in overseas higher education.
Next steps
In response to findings so far, the research team have put forward a number of recommendations to ensure that test acceptance protocols are mutually beneficial to both institutions and international students:
- All institutions should regularly review English language test policies
- Facilitation of a cross-sector programme of Language Assessment Literacy (LAL) to address issues involved with English language proficiency evaluation
- Conduct further research on development of a test evaluation framework
- Further longitudinal research into the relationship between entrance tests, progression and academic performance and international student outcomes
Get involved
We are inviting Admissions, Recruitment, EAP and Faculty staff in the UK to take part in a second phase of the study. This phase will further explore the emerging themes from the first stage. To access this survey, please click here.
We are inviting Admissions, Recruitment, EAP and Faculty staff in Canada to share their views with us. To access this survey, please click here.
Find out more
For further information, or if you would like to get involved in this study, please contact us at ielts.organisations@britishcouncil.org