Tracking international students' English proficiency over the first semester of undergraduate study

TL;DRAbstract

This paper reports on a study exploring variation and change in language proficiency amongst international undergraduate students who had been identified as requiring English language support. Specifically, it investigates changes in IELTS scores and in students' perceptions of language proficiency in their first semester of study. The study employed a Concurrent Mixed Methods design in which quantitative and qualitative data were collected simultaneously and analysed separately before comparing results. Quantitative data was collected using an IELTS Academic test at the beginning and end of one semester, while qualitative data comprised two rounds of focus group interviews conducted in the same semester. 51 participants undertook both IELTS tests. The initial round of focus groups was attended by 10 participants and the final round by 15. This study found that the main improvement in proficiency as measured by IELTS was in Speaking. All four subscores of the Speaking test showed stati

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