English test options ‘confusing’ international students

International applicants are navigating a “potentially confusing mix” of Home Office-approved English language tests, at a time of increased attention on student visas.

A report by the UK Council for International Student Affairs (UKCISA) finds that knowing which tests are accepted by target universities is a key consideration for applicants from overseas, but that there is “considerable uncertainty” around which do qualify.

The lack of clarity is further compounded by uncertainty about more general immigration requirements and “how these are communicated to students”, the report claims.

The findings arise as the Home Office works to find a preferred English language testing service.

The government announced a £1.1 billion tender for one supplier to develop a single bespoke test in August 2024.

It is expected that the Home Office’s English Language Test (HOELT) will be delivered entirely remotely, rather than at assessment centres, although the decision has been controversial, with concerns raised about academic integrity and cheating risks.

Released on 23 June, the UKCISA research – titled International students’ experiences meeting English language requirements – is funded with the support of Duolingo English Test, one of the potential bidders for the tender. The project was conducted by Nigel Healey, an associate with the International Centre for Higher Education Management at the University of Bath.

The findings, based on a survey and a series of focus groups run by researchers, reveal respondents are familiar with a “wider range of test providers than those they reported using”.

Despite awareness of other tests, respondents appeared to gravitate towards better-known names, showing a “strong bias” for the IELTS (International English Language Testing System), TOEFL (Test of English as a Foreign Language), the Pearson Test of English and the Duolingo English Test.

One student from India told researchers: “There are five or six exams that you can take: IELTS, TOEFL, SELT, Pearson and Cambridge. But every university might say, ‘We accept this, but not that.’”

They added: “Imagine a student taking a test, getting the certification and then applying to a UK university, only to be told, ‘I’m sorry, we don’t recognise this English language test.’”

But considerations besides the importance of qualifying for admission also impact how students pick tests, with the speed of test results cited as a factor by 59.6 per cent of respondents and the cost of the test by 58.5 per cent of them.

Nonetheless, after taking an English language test, more than half (59 per cent) of the 750 students polled said they strongly agreed with the statement “I feel confident about studying in the UK”.

Conversely, 11.3 per cent strongly disagreed or disagreed that their English language test had prepared them to study in the UK.

“International students generally feel that the English language tests make them feel confident about studying in English, regardless of whether the tests are in person or online,” the report notes.

“Students feel much less prepared to adjust to pedagogical styles in the UK,” it continues, calling for “a greater focus” on preparing students for approaches including essay writing and independent learning.

A “significant” minority (41.6 per cent) of the international student respondents told UKCISA that they felt “stressed by the pressure to succeed academically”, while more than half (58.2 per cent) agreed or strongly agreed that the cost of living, including expenditure on food and rent, was higher than they had expected.

In response to the findings, UKCISA is calling for universities in the UK to ensure information on English language testing requirements is “clear, prominent and consistently understood”, with expectations communicated both internally and externally.

The body also wants to see the UK sector develop a “shared cross-institutional understanding that meeting English language requirements is not [the] end point of student preparedness”, urging better support for international students from academic and professional services staff.

Yinbo Yu, head of engagement and partnerships at UKCISA, said: “English language requirements play an important role in supporting student success and maintaining confidence in UK higher education.

“But this report reminds us that sits within a much broader journey of aspiration, transition and belonging. For international students, evidencing English language ability is not simply an administrative step. It can shape where they apply, how much they spend, how confident they feel, and how prepared they are for study and life in the UK.”

georgia.luckhurst@timeshighereducation.com