Abstract
This study investigates the complexities surrounding English language test choices for Higher Education (HE) admissions in the United Kingdom, focusing on the implications for institutional practices, student success, and stakeholder perceptions. Amid an evolving landscape, exacerbated by the pandemic, universities have faced challenges in ensuring that English language tests adequately measure the academic language proficiency required for international students. Drawing from desk-based research of 50 UK universities and a survey involving 67 HE personnel, the study highlights disparities in test acceptance, decision-making processes, and the validity of emerging at-home tests. Findings reveal concerns over test reliability, academic preparedness, and the impacts on student well-being and institutional reputation. The paper advocates for the development of robust evaluation frameworks, enhanced language assessment literacy, and targeted support services to address these challenges. By adopting evidence-based approaches, universities can better balance accessibility with maintaining academic standards, ultimately supporting international students’ success.
| Original language | English |
|---|---|
| Article number | ccaf024 |
| Pages (from-to) | 404-418 |
| Number of pages | 15 |
| Journal | ELT Journal |
| Volume | 79 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1 Jul 2025 |
Keywords
- international students
- higher education admissions
- test acceptance
- test suitability
- student success
ASJC Scopus subject areas
- Language and Linguistics
- Education
- Developmental and Educational Psychology
Fingerprint
Dive into the research topics of 'The impact of English language test choice for higher education admissions in the UK: perceptions of key stakeholders'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver