Equity, Access, and Barriers in English Language Proficiency Testing: A Systematic Review of Bangladeshi Students’ Pathways to International University Admissions and Scholarships

Sharmin Rahman Bipasha; Md Nahidul Islam

doi:10.70148/rise.v3i6.5

Authors

Sharmin Rahman Bipasha CCN University of Science & Technology Author
Md Nahidul Islam Comilla University Author

DOI:

https://doi.org/10.70148/rise.v3i6.5

Keywords:

Bangladesh, Critical language testing, English language proficiency testing, International scholarships, Systematic review

Abstract

English language proficiency tests (ELPTs) like IELTS, TOEFL, PTE and the Duolingo English Test (DET) serve as the official gateway to overseas admission and scholarships for Bangladeshi students, but no synthesis has been done to understand whether the gateway is fair or not. This qualitative descriptive systematic review (according to PRISMA 2020 and ENTREQ) synthesized 38 studies from 2011 to 2026 that were found using Scopus, Web of Science, ERIC, PsycINFO, Google Scholar and citation searching. Thematic synthesis (Braun & Clarke, 2006) was used to reveal three ways in which ELPTs perpetuate inequality, based on critical language testing theory (Shohamy, 2001; McNamara & Ryan, 2011) and theories of educational stratification. First, there are differential costs of access based on class and rural–urban lines due to direct and indirect costs (test fees USD 205-250/sitting, coaching, resits and travel). Second, test preparation is differentiated: coaching improves IELTS scores by about half a band, but not the underlying level of proficiency, and bought test preparation translates into acceptable credentials for families. Third, cut score systems are still in use even though they have low predictive validity (meta-analytic r = .231). The review explains that the tests serve two purposes: they measure communicative competence; and the conditions for demonstrating competence are socioeconomically distributed, and scores thus measure competence and position. Actionable implications are provided for the Bangladesh Ministry of Education, universities and scholarship providers, and test providers. A research agenda is suggested, which looks forward.

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