International students are navigating a complex mix of costs, logistical hurdles and uncertainty when meeting English language requirements for UK higher education, according to new research from the UK Council for International Student Affairs (UKCISA).
The report found that students are generally aware of a wide range of English language tests but are often uncertain about which qualifications are accepted by different institutions, leading many to rely on a small number of well-known providers.
“There are five or six exams that you can take: IELTS, TOEFL, SELT, Pearson and Cambridge,” one student from India said. “But every university might say, ‘We accept this, but not that.’”
Acceptance by UK universities was the single most important factor influencing students’ choice of test, followed by test availability, speed of results and cost. The research also found that decisions around English language testing are often shaped not only by students themselves but by universities, scholarship providers, education agents and previous educational institutions.
English language testing remains a common feature of the admissions process, with 87% of respondents having taken a test for UK university admission within the last five years and 91% relying on a private-sector provider rather than a school qualification.
Some students also expressed frustration with the two-year validity period of many English language tests, saying they had been required to retake exams despite previously demonstrating proficiency.
Cost emerged as a significant barrier, particularly for students still deciding whether and where to study abroad. Among respondents who travelled to a test centre, 47.3% said affording the test fee was either “fairly difficult” or “very difficult”, while some participants said the financial burden was enough to discourage applications altogether.
“What I hear from friends, especially those looking to apply to universities in the UK, is that the minute they see, ‘You need the IELTS or TOEFL test,’ that is the end of the application journey,” one participant said. “They do not proceed any further and start looking at other countries.”
The report also highlighted geographical barriers. While students in major cities generally reported straightforward access to testing facilities, those in smaller towns, rural areas and some African countries described travelling long distances to reach a test centre.
One student from Kenya reported travelling around 270 kilometres to sit an IELTS test, while participants from India described overnight journeys and multiple visits to testing centres to complete different parts of the examination.
The findings echo previous research from the International Education Sustainability Group, which found prospective students travel an average of 175 kilometres for English language testing and suggested that remote testing options could significantly reduce both travel-related costs and carbon emissions.
Online testing options were viewed positively by many respondents, with around two-thirds reporting that they had taken their English language test entirely online. Students also highlighted the importance of receiving results quickly, particularly when facing university and visa deadlines.
Some students from English-medium education systems expressed frustration at being required to sit additional English language tests despite studying in English throughout their education.
Participants from India, Kenya, Malawi and Bangladesh questioned why prior English-medium education, interviews or institutional references were accepted in some cases but not others.
One Kenyan student described the process as “stressful and kind of unfair”.
While students generally felt English language tests helped prepare them to study in English, many said they felt less prepared for aspects of UK academic culture, including critical thinking, critical writing, independent learning and discipline-specific academic language.
Participants also highlighted difficulties understanding regional accents, humour and informal communication after arriving in the UK. One student described passing an English language test as only “the first step on the longer journey” of mastering English for both academic and everyday purposes.
Some students said English language tests prepared them for a more formal version of English than the language they encountered in everyday life in the UK, while others argued that some tests could feel formulaic, with success depending partly on understanding test formats and assessment expectations rather than solely on demonstrating language ability.
Timed speaking and writing tasks were frequently cited as sources of anxiety, with some students reporting that stress and unfamiliar testing conditions affected their performance.
Beyond language, students pointed to broader transition challenges after arriving in the UK. While many praised university induction programs and academic support services, others said they felt underprepared for practical aspects of life in Britain, including navigating healthcare systems, transport and social integration.
For international students, evidencing English language ability is not simply an administrative step. It can shape where they apply, how much they spend, how confident they feel, and how prepared they are for study and life in the UK
Yinbo Yu, UKCISA
In response to the findings, UKCISA called on universities to provide clearer and more consistent information about accepted English language qualifications, expand flexibility and choice in evidence routes, and ensure that meeting language requirements is not treated as the end point of student preparedness.
The report also urged English language test providers to review test formats to reduce unnecessary format dependency and cultural unfamiliarity while maintaining rigorous standards.
The organisation further called for clearer and more consistent recognition of prior English-medium education and qualifications from UK transnational education partnerships where appropriate.
“English language requirements play an important role in supporting student success and maintaining confidence in UK higher education. But this report reminds us that they sit within a much broader journey of aspiration, transition and belonging,” said Yinbo Yu, UKCISA’s head of engagement and partnerships.
“For international students, evidencing English language ability is not simply an administrative step. It can shape where they apply, how much they spend, how confident they feel, and how prepared they are for study and life in the UK.
“This is not about lowering expectations; it is about ensuring that expectations are clear, fair and supported, and that the debate around English language requirements remains focused on students’ lived experiences.”
