Abstract
The internationalization of higher education in Canada has given rise to the increased use of standardized English language proficiency tests as gatekeeping measures in university admission policies. However, many international students who are successful on these tests still struggle with the academic and language demands of their programs. Drawing on a thematic analysis of life story interviews with five international graduate students at a major Canadian university, this study examines students’ perceptions on the skills elicited by the IELTS and TOEFL, the language demands and pragmatic norms of their graduate program in language education, and the university’s language support programs.
Highlights
Recent decades have brought a rapid expansion of international students in higher education
Discussion & Recommendations Our findings raise several concerns regarding the use of English language proficiency tests in university admissions policies, with regard to the alignment between the content of the tests, the demands of higher education, and the supports offered by the university
In making the assumption that high scores on the language proficiency tests will ensure that international students can function successfully at the university level (Benzie, 2010), universities are assuming that passing a minimum threshold on a standardized language proficiency test is the most important determining factor of international student success
Summary
Recent decades have brought a rapid expansion of international students in higher education. Concerns about the English language proficiency of international students who speak English as an additional language have given rise to the increased use of standardized English language proficiency tests such as the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL) in Canadian university admissions. The language requirements of universities are often based on the assumption that if students demonstrate English proficiency prior to admission, they will be able to function successfully in their new English-language environment and succeed in their program (Benzie, 2010). International students who have been successful on the TOEFL or IELTS tests have been shown in various studies to face difficulties post-admission in their listening and oral communication skills, academic writing, knowledge of local contextual references, pragmatic competence, and Language and Literacy
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