Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 62Second Language Learning and TeachingEFL/ESL Teaching and LearningHigher Education Research Studies

The DOI matches its Crossref record, with a small difference in title or year; 48 of the 48 references it cites were found in a registry or an index.

Widening participation and English language proficiency: a convergence with implications for assessment practices in higher education

Murray, Neil·2013·Studies in Higher Education
DOI 10.1080/03075079.2011.580838
Open this paper in CoChat — free account

Abstract

The widening participation agenda has important implications for those in English-medium higher education institutions responsible for the provision of English language support. Importantly, given the diverse nature of the ‘non-traditional’ student cohort that is the focus of this agenda, that section of the student population potentially requiring English language development extends beyond those students of non-English speaking backgrounds – traditionally the focus of such provision – to include native speakers of English whose language exhibits forms (dialectal characteristics) not necessarily in keeping with the expectations of the academy, or indeed the workplace post-graduation. In order to ensure that these students have access to language support resources that are squeezed by ever-present funding pressures, there needs to be a mechanism for identifying those most at risk due to weak language. This article considers some of the issues around the implementation of a post-enrolment English language assessment regime.

Overview

Integrity signals

Registry

Crossref · 10.1080/03075079.2011.580838

Cites

48 of 48 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 13

  1. Banks M., 2008, Outcomes and impacts of international education: From international student to Australian graduate, the journey of a lifetime
  2. Birrell B., 1996, People and Place, 4, 1
  3. Bretag T., 2007, People and Place, 15, 13
  4. Curnow T. J., 2008, Proceedings of the Australian Technology Network Assessment Conference 2008: Engaging students in assessment
  5. Dunworth K., 2009, Journal of Academic Language & Learning, 3, A1
  6. Dunworth K., 2010, Australian Universities' Review, 52, 5
  7. Elder C., 1993, Melbourne Papers in Language Testing, 2, 72
  8. Jamieson J., 2000, TOEFL 2000 framework: A working paper
  9. Pantelides U., 1999, Australian Journal of Language and Literacy, 22, 60
  10. Ransom L., 2009, Journal of Academic Language & Learning, 3, A13
  11. Sawir E., 2005, International Education Journal, 6, 567
  12. Tonkin A., 1995, Journal of International Education, 6, 37
  13. Watty K., 2007, People and Place, 15, 22

Cited by

See all 62

Related

See all

Metadata

Authors
Murray, N.
Affiliations
University of South Australia (AU)
Corresponding author
Murray, Neil
ORCID
Murray, Neil
Venue
Studies in Higher Education
Publisher
Informa UK Limited
Published
2013-03
Volume
38
Issue
2
Pages
299-311
ISSN
  • 0307-5079 (ISSN-L)
  • 1470-174X
DOI
10.1080/03075079.2011.580838
OpenAlex
W2075578424
Cited by
62
References
48
Citations by year
2026: 2 · 2025: 2 · 2024: 1 · 2023: 3 · 2022: 4 · 2021: 3 · 2020: 3 · 2019: 7 · 2018: 10 · 2017: 3 · 2016: 9 · 2015: 2 · 2014: 10 · 2013: 2
FWCI
80.92
Type
journal article
Language
en
Open access
closed
Locations
  • Studies in Higher Education (publishedVersion)
  • Warwick Research Archive Portal (University of Warwick) (acceptedVersion)
  • Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
Funders
  • Department of Education, Employment and Workplace Relations, Australian Government
  • Agencia Estatal de Investigación
Topics
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Higher Education Research Studies
Keywords
widening participation, English proficiency, English-medium higher education, English language support, non-traditional students, native English speakers, dialect variation

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.