Access to, and experience of, English-medium instruction in higher education in Germany : a study into English language entry requirements and their relevance

Abstract

There is an increasing number of English-medium programmes offered at universities and universities of applied sciences (polytechnics) in Germany. While research has focused on various issues surrounding this phenomenon, there is a dearth of research into the English-language entry requirements for English-medium programmes. This research investigated the usage, role and perceived relevance of English language entry requirements for English-medium programmes. The study used a variety of methods. First a website survey was conducted of 426 institutions in Germany’s higher education sector. Institutional homepages were scrutinised for English-medium programmes and their English language entry requirements. Then, a questionnaires and interviews explored domestic student’s experiences of their English-medium studies with a view to determine the appropriacy of English-language entry requirements. Relevant programme leaders were also surveyed and the Ministry of Innovation, Science and Research in NRW was contacted to provide information about state level policies. The website survey suggested that at both bachelor’s and master’s level, the majority of English-medium programmes specify English language entry requirements; however, it is noteworthy that in many cases none are stated. In terms of cut scores, significant variation was found. However, the most frequently requested score for entry into EMI programmes at bachelor’s level is 575 for the paper-based, 213 for the computer-based and 90 for the internet based TOEFL and 6.5 for IELTS. At master´s, it is slightly lower at 550 for the paper-based, 213 for the computer-based and 90 for the internet-based TOEFL and 6.5 for IELTS. In all cases, this equates to B2 (CEFR). The survey of programme leaders suggested that despite an apparent lack of evidence for setting English language entry requirements at specific levels, institutions are generally convinced of the usefulness of English language entry requirements. In the student questionnaire and interviews, the vast majority of participants reported that their English proficiency enabled them to participate successfully in their EMI programme. This appeared to be the case whether or not they recall having had to show proof of their English language proficiency upon enrolment. This study found that general recommendations by the Ministry of Innovation, Science and Research in NRW, which considers English proficiency obtained through secondary school education as sufficient for entry to bachelor studies, were followed. Thus, this thesis gives a detailed account of English-medium programmes and their English language entry requirements at higher education institutions in Germany, providing useful knowledge for institutions and policy makers.