Inclusive Language Testing for Migrant and Global Learners: Theory Meets Practice in English-Mediated Instruction

Authors

  • Kaizhi Chen

    Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur 56000, Malaysia
  • Ya Gao

    Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur 56000, Malaysia
  • Jing Zhou

    Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur 56000, Malaysia
  • Na Chen

    Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur 56000, Malaysia
  • Fatemeh Amiri

    Institute of Languages, UCSI University, Kuala Lumpur 56000, Malaysia
  • Ali Khodi

    Institute of Languages, UCSI University, Kuala Lumpur 56000, Malaysia

    Department of English Linguistics, Navoi State University, Navoi 210100, Uzbekistan
  • Nodira Rakhimova

    Department of English Linguistics, Navoi State University, Navoi 210100, Uzbekistan

DOI:

https://doi.org/10.30564/fls.v7i6.9249
Received: 27 March 2025 | Revised: 24 April 2025 | Accepted: 16 May 2025 | Published Online: 5 June 2025

Abstract

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.

 

Keywords:

EMI; Equality; Inclusive Language Testing and assessment (ILTA); Migrant Learner; Quality Education; Sustainability

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How to Cite

Chen, K., Gao, Y., Zhou, J., Chen, N., Amiri, F., Khodi , A., & Rakhimova, N. (2025). Inclusive Language Testing for Migrant and Global Learners: Theory Meets Practice in English-Mediated Instruction. Forum for Linguistic Studies, 7(6), 404–419. https://doi.org/10.30564/fls.v7i6.9249

Issue

Vol. 7 , Iss. 6 (July 2025)

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Article

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Copyright © 2025 Kaizhi Chen, Ya Gao, Jing Zhou, Na Chen, Fatemeh Amiri, Ali Khodi , Nodira Rakhimova

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.