Inclusive Language Testing for Migrant and Global Learners: Theory Meets Practice in English-Mediated Instruction
Аннотация
The growing diversity in higher education necessitates evaluation methods that authentically reflect the abilities of all learners fairly including international and migrant students. This study aims to elucidate the existing gap between the theoretical ideals of standard evaluations—henceforth known as inclusive language testing and assessment (ILTA)—and their practical applications through a mixed-methods approach. The participants of this study were 50 international students who were randomly selected, with the number determined through power analysis. Data collection was accomplished using a researcher-designed survey employing a Likert scale, which was validated through a pilot study. Additionally, semi-structured interviews were conducted to gather further insights. This mixed-methods approach allowed for a comprehensive understanding of the research topic. Findings of the present study reveal several critical issues: students express a strong need for assessments that provide flexible formats (e.g., oral, written, or project-based), with 90% of respondents agreeing that varied formats reduce anxiety and better capture their abilities. However, 68% report feeling unsupported in voicing assessment concerns, reflecting a lack of communication between educators and students. Additionally, only 10% of participants feel that their cultural backgrounds are considered in current assessments, highlighting the need for culturally relevant assessment content. Another issue highlighted in the findings is access to resources. Approximately 60% of students reported challenges, like limited digital access, which makes it difficult for them to participate effectively. The findings underscore a pressing need for inclusive assessment advocating for sustainable assessments that enhance fairness, provide clear criteria, and foster a sense of belonging for diverse learners.