Relating academic reading with academic vocabulary and general English proficiency to assess standards of students’ university-preparedness – the case of IELTS and CEFR B2

Abstract

ABSTRACT English proficiency has become pivotal for university admission, particularly at the CEFR B2 level and IELTS band 6–6.5 across Europe. In Nordic universities, the substantial amount of assigned English reading materials requires a strong command of English reading skills, with vocabulary knowledge being a crucial component. This study explores 309 university-preparatory CEFR B2 English learners' academic reading competence in relation to academic vocabulary and English grades. Performance at IELTS band 6 and 6.5 thresholds is assessed, establishing empirical links between these thresholds and academic vocabulary test scores. Results reveal positive correlations between academic reading, vocabulary knowledge, and grades. Notably, a substantial portion of low-proficient CEFR B2 students falls short of the IELTS band 6 threshold, exposing a disparity between language proficiency levels and university admission requirements. Implications for how upper secondary education prepares students for university studies are discussed in relation to the dominant use of English at universities.