University post-enrolment English language assessment: a consideration of the issues
Abstract
As universities face increasing numbers of international students who meet English language entry criteria but subsequently struggle with the language demands of their courses, many are contemplating instituting some form of post-enrolment language assessment. The purpose of such assessment is to identify, early on, those at greatest risk due to weak language skills and to direct them to the supports available. This paper considers some of the key issues motivating such assessment and impacting on its implementation.
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