Why Require an English Test?

We get it. English testing isn’t the most exciting topic. But fairly evaluating a student’s ability to participate in English-taught academic life is a vital part of the admissions process. By ensuring that a student has the necessary English skills, an assessment like TOEFL iBT helps confirm that the student and university are making a sound investment.

In today’s academic settings, students must be able to read complex course materials, understand lectures, engage in dynamic discussions with a diverse group of peers, write research papers, complete examinations, and collaborate with faculty in English.

These demands go beyond everyday communication and require proficiency in academic English. The TOEFL iBT was designed to measure these abilities through tasks reflecting academic reading, listening, speaking, and writing skills.

At the same time, language proficiency alone does not guarantee success. Academic performance also depends on subject-matter knowledge, quantitative skills, persistence, study habits, and other characteristics. As Bridgeman, Cho, and DiPietro (2016) explain in their research, English language skills are “necessary but not sufficient” for success in academic study.

There are, to be fair, many ways to try to determine an applicant’s English proficiency. Prior course work, video interviews, and trial learning periods are all theoretically beneficial. But a strong standardized English test provides irreplaceable advantages, including: 

Consistency and comparability. International applicants often come from more than a hundred countries, each of which features a dizzying array of educational systems, grading traditions, and instructional contexts. A standardized English test provides a common metric for evaluating applicants across diverse backgrounds – ensuring equitable treatment of each candidate.

Direct measurement of academic language skills. Unlike grades or personal recommendations, which reflect many different factors, English language tests like TOEFL iBT are specifically designed to measure the English skills needed to function in an academic environment. 

Evidence-based decision making. The TOEFL iBT is supported by validity research examining whether scores provide meaningful information about students’ ability to use English in academic contexts. (You can explore this research in more depth on our TOEFL Research Program homepage.)

Independent evidence in the age of AI. As applicants increasingly use generative AI to draft essays and other application materials, it’s growing more difficult to determine whether those materials reflect their English ability. A standardized English proficiency test administered under controlled conditions provides a uniquely reliable writing sample, as test takers cannot use generative AI to produce their responses. 

Risk management. Language scores help institutions reduce the likelihood of admitting students whose English skills may be insufficient for effective participation in coursework. This protects both the school and student from making an ill-advised investment.

A core goal of both the admissions process and test creation should be to avoid “false positives” and “false negatives.”  A false positive occurs when a student is admitted with insufficient English skills for the program’s language demands. A false negative occurs when a capable student is denied admission despite having adequate English proficiency.  

Both errors have consequences: insufficiently prepared students may struggle because of language barriers, while overly stringent requirements may exclude students who could succeed. 

Using a standardized test helps institutions manage these competing risks systematically and defensibly, ensuring that admissions processes remain fair and equitable for all applicants.

Standardized language tests are critical, but they should not be the sole indicator of academic readiness. As noted above, an English test is a necessary but not sufficient condition for a sound admissions decision. A holistic review may also consider:

• Academic transcripts and prior achievements 
• Prior education in English-medium settings 
• Letters of recommendation 
• Interviews 
• Other evidence of academic achievement and readiness

Section scores can also provide a more nuanced picture than a total score alone. Two students with the same total score may have different strengths and weaknesses across reading, listening, speaking, and writing. Research suggests that considering both total and section scores can support better-informed decisions.

In sum:  Standardized English language assessments should be a critical foundation of admissions, not the sole criterion. They address whether a student can access instruction, fairly communicate with instructors and peers, and complete academic work in English. Other application evidence addresses the broader question of how likely the student is to succeed after admission.