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The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence
Author(s) -
Pearson William S.
Publication year - 2020
Publication title -
review of education
Language(s) - English
Resource type - Journals
ISSN - 2049-6613
DOI - 10.1002/rev3.3191
Subject(s) - context (archaeology) , higher education , english for academic purposes , typology , language proficiency , medical education , psychology , public relations , pedagogy , political science , sociology , medicine , paleontology , anthropology , law , biology
UK higher education institutions have widely adopted intensive pre‐sessional programmes (PSPs) encompassing English for academic purposes provision to enhance their attractiveness in the intense global competition for higher fee‐paying international students whose proficiency in English falls below standard entry requirements. Nevertheless, opening up tertiary education participation to linguistically weaker candidates has attracted controversy, with reports in the UK media and academic journals that institutions have been engaged in linguistic corner‐cutting for financial gain. This paper critically reviews research investigating the extent pre‐sessional courses ‘work’ to remedy deficits in international non‐native English‐speaking students’ language proficiency in the UK higher education context. This paper synthesises the findings and methodological facets of 18 diverse studies investigating pre‐sessional effectiveness, organised according to Lynch's (1996) quantitative/qualitative language programme evaluation typology. The findings revealed that (a) most students were able to successfully complete pre‐sessional programmes, demonstrating tangible, if unremarkable language proficiency gains; (b) where post‐PSP measures were included, it was revealed many alumni undertook their tertiary programme with borderline proficiency, sometimes resulting in delayed degree completion, lower academic outcomes compared with direct entry students, or failure, often by thesis non‐(re)submission (in time); (c) PSP alumni perceived value and reward in undertaking the programme, though enhanced self‐effectiveness beliefs did not always translate into academic results. Suggestions are made for enhancing research into PSP effectiveness, while gaps in the literature are identified for future complementary investigations. Policy implications for institutions are also discussed.