See how to become one of the institutions that accepts IELTS.
English language test choices for HE admissions
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 impact of Covid-19
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.
Decision making methodology
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 are now published in the ELT Journal.
Reduced acceptance
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.
Access to information
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.
Wider skills needed
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:
1
Policy review
All institutions should regularly review English language test policies.
2
Evaluation review
Facilitation of a cross-sector programme of Language Assessment Literacy (LAL) to address issues involved with English language proficiency evaluation.
3
Framework research
Conduct further research on development of a test evaluation framework.
4
Outcomes research
Further longitudinal research into the relationship between entrance tests, progression and academic performance and international student outcomes.