Experts recognise that the use of tried and tested English Language Tests ensures that international students get the best student experience.
A report into English Language Testing in higher education reveals that many UK universities have tightened English test requirements amid concerns over students’ academic struggles and the strain on support services.
The tightening of English language requirements comes after many institutions expanded their acceptance of newer testing systems during the Covid-19 pandemic, when access to traditional in-person exams was limited.
Surveyed institutions reported the challenges of assessing the language support needs of students who had not undergone robust English language testing, like IELTS, before admission. Those using less established tests reported difficulties in setting appropriate test score thresholds, and expressed concerns about students’ academic and social integration.
Titled “The Impact of English Language Test Choices for UK Higher Education”, the study was conducted by Dr Emma Bruce (British Council), Dr Tony Clark (Cambridge University Press & Assessment), Professor Karen Ottewell (University of Cambridge) and Professor Susan Kinnear (University of Dundee).
Concerns over newer language tests
The report highlights concerns over the reliability of information available from newer English language proficiency test providers, while established tests such as IELTS (which Cambridge and the British Council help deliver) continue to set the benchmark for trust and transparency.
64% of responding institutions widened their English language test acceptance during the Covid pandemic to address limited access to traditional in-person exams. However, more than half (54%) have since tightened test requirements amid growing reports of students struggling academically and socially.
Strengthening support for international students
Academics interviewed said students who complete intensive English courses before starting their studies in the UK perform significantly better. Experts say admitting international talent with demonstrable English skills enhances the student experience for both home and overseas students.
Maddalaine Ansell, Director Education, British Council said:
“This report 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.”
Pamela Baxter, Managing Director, Cambridge University Press & Assessment, said:
“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."
Professor Karen Ottewell, Acting Director of the University of Cambridge’s Language Centre and one of the study’s researchers, said:
“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.”
Recommendations include:
• Reevaluating Test Policies: Develop transparent, collaborative decision-making processes involving admissions, recruitment, faculty, and English for Academic Purposes (EAP) staff.
• Improving Language Assessment Literacy (LAL): Train decision-makers to better evaluate and compare test validity, reliability, and student outcomes.
• Providing Support Services: Offer tailored English language support for struggling students to help them succeed academically and socially.
• Conducting Long-Term Studies: Assess how different entry tests correlate with student progression, retention, and success over time.