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The impact of English language test choice for higher education admissions in the UK: perceptions of key stakeholders.

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Bibliographic Details
Title: The impact of English language test choice for higher education admissions in the UK: perceptions of key stakeholders.
Authors: Bruce, Emma emma.bruce@britishcouncil.org, Kinnear, Susan, Clark, Tony, Ottewell, Karen, Dubey, Madhavi
Source: ELT Journal: English Language Teaching Journal. Jul2025, Vol. 79 Issue 3, p404-418. 15p.
Subject Terms: *Language exams, *Foreign students, *University & college admission, *Decision making, English language, Test reliability
Geographic Terms: United Kingdom
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. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
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. [ABSTRACT FROM AUTHOR]
ISSN:09510893
DOI:10.1093/elt/ccaf024