Students who take “less traditional” English language tests to gain entry to UK universities may struggle more to adjust to the classroom, according to new research highlighting concerns about the quality of emerging forms of testing.
Although?IELTS remains the most widely accepted English language test among UK universities, the advent of new testing providers since the pandemic has created “challenges” for institutions, a? has found.
Researchers from the universities of Cambridge and Dundee, as well as the British Council and Cambridge University Press & Assessment – both of which operate English language tests of their own – found that many staff are concerned about the declining English proficiency of students.
“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,” it says.
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The study,?which was based on research at 50 universities and a survey of 67 higher education employees,?says tests like Oxford International Education Group’s ELLT and Duolingo are “viewed with scepticism”. Both these providers were contacted for comment.
“Specific concerns were raised about the validity, security, and overall suitability of these newer, more efficient or less established tests,” the authors say.
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A Duolingo English Test spokesperson said, “Every Ivy League university accepts the Duolingo English Test (DET), as do a third of Russell Group institutions and over 5,900 institutions worldwide.
"Their experience aligns with a growing body of independent academic research: the DET combines academic rigour and integrity with accessibility and affordability."
They continued, "Unfortunately, this study is based on the perceptions of a small group and relies on outdated views rather than robust empirical evidence. It is also noteworthy that four of the five authors are affiliated with a single competitor test.”
The research also identifies a “clear divide” between university recruitment and admissions staff, who are generally “more open” to a broader range of tests, and English for Academic Purposes (EAP) specialists and academic faculty, who “prioritise high language proficiency standards”.
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“While some recruitment and admissions personnel appreciate the variety of tests available, many EAP and academic staff express concerns about the declining English proficiency of incoming students,” the study says.
“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.”
Authors note that the findings “underscore the importance of a balanced approach to test acceptance, that considers both the need for accessibility and the maintenance of high academic standards”.
Karen Ottewell, acting director of the University of Cambridge’s language centre and one of the study’s authors, 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.?
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“Getting those decisions right is important. But choosing which tests to accept is not straightforward.”
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