IELTS Research Reports

A multiple case study of the relationship between the indicators of students’ English languagecompetence on entry and students’ academic progress at an international postgraduate universitythe importance attached to group projects and the UK higher educational values of independence andcritical thinking. English language proficiency is fundamental to the development and demonstrationof these abilities and interviews were conducted with these principles in mind. One experienced SASCourse Director who favoured interviewing considered it important to evaluate the applicant’s abilityto adapt to the UK HE system (Extract 8). His views were unique in this respect.Extract 8“You look at, obviously there’s the academic ability of the student which you can get fromtheir course results and then you have to make a decision on whether you think this personis capable of coming into a completely new system. It’s partly language, partly confidence,partly motivation. So I don’t think I would reject someone on language alone, if you seewhat I mean.”SAS2 Course DirectorWhere students presented an English test score, Course Directors followed the institutional and Schoolregulations and many regarded this as a simple matter of rule following (see Section 8.3). Althoughmost were aware that English tests incorporated separate assessments of different language skills therewas little detailed knowledge of variations between tests. Only Directors in SOM and two in SAS(SAS1B and SAS3) looked at sub-scores on a regular basis though others were more likely to do so inborderline cases.8.2.2 Borderline casesCourse Directors treated borderline cases and applicants without test scores rather differently,examining application forms for validation of claims and for discrepancies between qualificationsand displayed skills (see Extract 2). A perfectly scripted personal statement, for instance, might invitesuspicions that it was not the applicant’s own work. Evaluations were often subtle and based on priorexperience of previous cases such as students from a particular institution or country. The preferencefor interviewing was a personal one although all who favoured the method claimed it was a highlyuseful verification of an applicant’s speaking skills (see Extracts 2, 3 and 11). The assessment ofwriting skills is a more difficult challenge because of concerns about authenticity which it is almostimpossible to guarantee. Most Course Directors were aware of the issue and some took steps toexamine an applicant’s spontaneous writing skills through emails and instant messaging.Extract 9“I might get an email saying I’m interested in the course, can you tell me a bit more aboutit? The one thing that does worry me when I get emails from some students is when it’s allin text speak and that always worries me. You look at it and say hmm, ok. Is your Englishlanguage so great? Why are you using text speak because you should be emailing me inproper sentences? Ok, when you speak to the student a bit more, you start to get the propersentences coming through.”CH Course DirectorTwo Course Directors, one each in SOE and SAS, had invited applicants to write a piece on a topicrelated to the course at interview.IELTS Research Reports Volume 11155