Stakeholders’ perceptions of IELTS as an entry requirement for higher education in the UK

Hyatt, David

doi:10.1080/0309877x.2012.684043

Cited by 31 publications

(38 citation statements)

References 10 publications

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“…The survey consisted of a combination of multiple‐choice and open‐ended questions based in part on earlier studies investigating the use of test scores (e.g., Hyatt & Brooks, ; Malone & Montee, ; O'Loughlin, ). There were several differences between the Japanese and other two survey versions because data collection plans for Mexico and Indonesia were finalized several months after those for Japan, providing for an opportunity to revisit and tweak survey content.…”

Section: Methodsmentioning

confidence: 99%

“…There has been limited research to date examining institutions' actual uses of TOEFL ITP scores and perceptions of this assessment (though case studies of particular uses have been reported, e.g., Choi & Papageorgiou, ; Minton & Nishikawa, ). On the other hand, there is an accumulating body of research on the use of TOEFL iBT and IELTS scores (e.g., Ginther & Elder, ; Hyatt & Brooks, ; Malone & Montee, ; O'Loughlin, ; Stricker & Attali, ; Stricker & Wilder, ). Relative to assessments like TOEFL ITP, these tests have more involved development, administrative, and scoring procedures and are typically available at a higher price point.…”

Section: Investigating Applications and Perceptions Of Toefl Itp Scoresmentioning

confidence: 99%

See 1 more Smart Citation

Examining the Applications and Opinions of the TOEFL ITP® Assessment Series Test Scores in Three Countries

Golubovich

Tolentino

Papageorgiou

2018

ETS Research Report Series

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In this study, 249 users of the TOEFL ITP® assessment series (e.g., admissions officers, English‐language teachers, academic staff) in Japan, Mexico, and Indonesia were surveyed about their uses and opinions of TOEFL ITP scores, followed by in‐depth interviews with 21 of these users. Overall, the most common use of the test was as an exit requirement from English‐language programs to demonstrate proficiency in English listening and reading. The majority of participants saw TOEFL ITP scores as very useful indicators of students' English‐language proficiency. Interviews helped clarify the user needs met by this assessment and how test scores were actually applied. Study participants indicated that they need a relatively inexpensive and practical English‐language assessment that also provides them with enough information to make decisions about test takers' proficiency in all relevant skill areas. Some of the ways interviewees talked about using TOEFL ITP scores were consistent with the recommendations of Educational Testing Service (ETS), while other uses (e.g., for workplace applications) were more questionable, as they might imply potentially higher stakes than were intended for this test. The results of the study highlight areas where TOEFL ITP users might need additional informational support with regard to score interpretation and use.

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Section: Methodsmentioning

confidence: 99%

Section: Investigating Applications and Perceptions Of Toefl Itp Scoresmentioning

confidence: 99%

Examining the Applications and Opinions of the TOEFL ITP® Assessment Series Test Scores in Three Countries

Golubovich

Tolentino

Papageorgiou

2018

ETS Research Report Series

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“…International students represent an important source of revenue for the British economy, contributing £25.8 billion through tuition fees, which vary annually from £10,000‐£38,000 for non‐EU undergraduates and £11,000–£32,000 for postgraduates, and living expenses (Migration Advisory Committee, ). Originating in successive Prime Minister initiatives (PMIs) introduced by the 1997–2010 Labour government (PMI 1 1999, PMI 2 2006), institutions have increasingly adopted market‐driven approaches to boosting the enrolment of lucrative fee‐paying international students (Hyatt, ), notably through expanding the provision of pre‐sessional English ‘top‐up' entry pathways for non‐native English‐speaking (NNES) students.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence

Pearson

2020

Review of Education

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UK higher education institutions have widely adopted intensive pre-sessional programmes (PSPs) encompassing English for academic purposes provision to enhance their attractiveness in the intense global competition for higher fee-paying international students whose proficiency in English falls below standard entry requirements. Nevertheless, opening up tertiary education participation to linguistically weaker candidates has attracted controversy, with reports in the UK media and academic journals that institutions have been engaged in linguistic corner-cutting for financial gain. This paper critically reviews research investigating the extent pre-sessional courses 'work' to remedy deficits in international non-native English-speaking students' language proficiency in the UK higher education context. This paper synthesises the findings and methodological facets of 18 diverse studies investigating pre-sessional effectiveness, organised according to Lynch's (1996) quantitative/qualitative language programme evaluation typology. The findings revealed that (a) most students were able to successfully complete pre-sessional programmes, demonstrating tangible, if unremarkable language proficiency gains; (b) where post-PSP measures were included, it was revealed many alumni undertook their tertiary programme with borderline proficiency, sometimes resulting in delayed degree completion, lower academic outcomes compared with direct entry students, or failure, often by thesis non-(re)submission (in time); (c) PSP alumni perceived value and reward in undertaking the programme, though enhanced self-effectiveness beliefs did not always translate into academic results. Suggestions are made for enhancing research into PSP effectiveness, while gaps in the literature are identified for future complementary investigations. Policy implications for institutions are also discussed.

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“…The drivers behind the setting of IELTS admission standards in the UK are part policy‐driven and part market‐driven (Hyatt, , p. 844). Policy‐driven in the sense that successive Prime Ministerial Initiatives for International Education (1999–2005, 2006–2011) were launched to secure the UK's position as a leader in this area by the Labour government.…”

Section: Introductionmentioning

confidence: 99%

“…However, student choice of institution is not only determined by price; non‐price factors such as institutional reputation, location and entry requirements (among others) can also be influential. In the case of international students low IELTS admission requirements could potentially be an attractive recruiting tool in the hands of a ‘corner‐cutting’ HEI intent on capturing increased market share (Hyatt and Brooks, , pp. 25ff.).…”

Section: Introductionmentioning

confidence: 99%

Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes

Thorpe

Snell

Davey-Evans

et al. 2016

Higher Education Quarterly

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There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.

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Stakeholders’ perceptions of IELTS as an entry requirement for higher education in the UK

Cited by 31 publications

References 10 publications

Examining the Applications and Opinions of the TOEFL ITP® Assessment Series Test Scores in Three Countries

Examining the Applications and Opinions of the TOEFL ITP® Assessment Series Test Scores in Three Countries

The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence

Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes

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