Vocabulary knowledge is key to understanding and addressing disparities in higher education

Area of Science:

• Higher Education Studies
• Linguistics
• Educational Psychology

Background:

• UK universities exhibit persistent degree-awarding gaps based on domicile and ethnicity.
• The role of English language proficiency in these academic disparities is under-researched.

Purpose of the Study:

• To compare English language proficiency, literacy, academic performance, and perceptions among UK undergraduates.
• Investigated three groups: English as a foreign language (EFL), English as an additional language (EAL), and first language English (L1E) speakers.

Main Methods:

• Recruited 182 UK undergraduates (60 EFL, 59 EAL, 63 L1E).
• Utilized psychometric tests for cognitive, language, and literacy assessments.
• Employed surveys for perceptions and used average marks as a proxy for academic performance.

Main Results:

• First language English (L1E) students demonstrated an advantage in English proficiency and timed literacy tasks.
• Limited English vocabulary in EAL and EFL students was linked to slower reading/writing speeds, impacting essay quality and academic marks.
• EAL and EFL students reported greater challenges with English skills and concerns about academic performance.

Conclusions:

• Vocabulary knowledge and its influence on reading/writing are critical for understanding and addressing academic performance gaps in higher education.
• Further interventions are needed to ensure equitable academic outcomes for all students in UK universities.