Many universities focus heavily on English language requirements before enrolment. But meeting an entry requirement doesn’t always mean a student will feel fully prepared for studying in an English-medium academic environment – and challenges often only arise once students actually arrive on campus.
Some students may have the required level of English on paper but lack the confidence to use it in a higher education context – struggling in areas such as academic writing, following lectures, participating in seminars and approaching critical reading. Rather than waiting for language challenges like these to affect academic performance, engagement or wellbeing, universities can take a proactive approach by assessing and identifying language gaps and providing targeted support throughout the academic year.
The start of term is a critical intervention point
English proficiency scores only provide a snapshot of a student’s language ability, and may not fully reflect how they’ll use English in an academic environment. For example, they may be comfortable with everyday communication, but struggle to follow a fast-paced lecture. They may understand course material, but find academic writing or critical analysis challenging. Or they may hesitate to contribute to seminars because they lack confidence communicating in an unfamiliar academic setting.
Such difficulties may manifest themselves through missed assignments, disengagement or poor academic performance, which can all negatively affect retention. And because these issues only show themselves once students have already begun their studies, the start of term provides universities with the earliest opportunity to identify those who could benefit from additional support.
Placement testing provides valuable insight
One way to understand students’ actual language readiness is through targeted placement testing. The Oxford ELLT Spotlight is an adaptive English placement test designed to give institutions a more detailed picture of students’ English language abilities. It’s mapped to the Common European Framework of Reference for Languages (CEFR) and assesses Reading, Listening, Grammar and Vocabulary, with optional Speaking and Writing components. The assessment can be customised to institutional requirements, while its quick and accessible format makes it straightforward for students to complete.
Deploying the Oxford ELLT Spotlight near the start of term gives universities insights that can complement their existing admissions data, helping them understand a student’s actual language readiness. Rather than relying solely on the English language qualification a student submitted before they enrolled, institutions can find out where students may need additional support at a critical moment as they begin their studies.
Assessment alone isn’t enough; in-sessional English support is what drives success
Identifying students who could benefit from a bit of extra language support is only the first step. For assessment to have a meaningful impact on engagement, results and retention, institutions also need an effective intervention strategy. A placement test can highlight areas of need, but students then need access to appropriate teaching and resources that help them develop those skills alongside their degree studies.
That’s where OIDI In-Sessional English can complement start-of-term assessment by providing on-going language and academic skills development in parallel with students’ degree programmes. Rather than asking them to step away from their studies to address their language needs, support can be integrated into their wider academic journey. Areas of focus can include:
- Academic reading and writing
- Presentation and seminar skills
- Research and study skills
- Critical thinking and academic communication
- Confidence building
- On-going English language development
For institutions, providing this support can contribute to wider student success objectives, helping students develop the skills and confidence they need to engage with their studies and progress through their programmes to course completion.
A joined-up approach works best
We’ve found that the strongest approach involves providing a clear journey from identifying need to providing targeted support. Here’s the broad framework:
- Assess: Use Oxford ELLT Spotlight to understand students’ English language readiness at the start of their university journey.
- Identify: Use the results to recognise students who may benefit from additional language or academic skills support.
- Support: Provide targeted In-Sessional English development alongside students’ degree studies, focusing on the practical skills they need.
- Retain: Help students build the language, academic skills and confidence they need to engage, progress and succeed throughout their university experience.
This joined-up model can give institutions a clearer understanding of where their students need support, enabling academic and student success teams to respond proactively rather than waiting for difficulties to emerge.
Oxford ELLT Spotlight and In-Sessional English offer complementary ways to do just that, identifying language needs early, providing targeted academic support and helping international students develop the confidence and skills to thrive in an English-medium university environment. See how our programmes could help your institution by partnering with OIDI.
