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

Pengarang

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

DOI:

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

Kata kunci:

Ujian kemahiran Bahasa Inggeris, Ekuiti pendidikan, Halangan akses, Pelajar Bangladesh, Kemasukan antarabangsa

Abstrak

Kajian sistematik ini meneroka peranan ganda ujian kemahiran bahasa Inggeris (ELPT) sebagai alat untuk kecekapan komunikatif dan sebagai penghalang sosioekonomi kepada akses pelajar Bangladesh ke kemasukan universiti antarabangsa dan biasiswa, dengan tumpuan khusus pada IELTS, TOEFL, PTE dan Duolingo. Kajian sistematik deskriptif kualitatif telah dijalankan menggunakan 38 kajian empirikal yang dikaji semula oleh rakan sebaya, analisis dasar dan kajian kes (2016-2026) yang diambil daripada Scopus, Web of Science, ERIC, PsycINFO dan literatur kelabu serta berdasarkan rangka kerja PRISMA 2020 dan ENTREQ. Pengekstrakan data telah dilakukan menggunakan alat SPIDER, penilaian data telah dilakukan menggunakan Senarai Semak Kualitatif CASP dan analisis data telah dilakukan menggunakan sintesis tematik dengan NVivo 12. Tiga mekanisme ketidaksamaan merentasi sektor muncul: (1) akses berbeza disebabkan oleh kos langsung (US$205-250, bersamaan dengan 1-2 bulan pendapatan isi rumah di Bangladesh) dan kos bimbingan tidak langsung; (2) stratifikasi sosioekonomi dalam kualiti persediaan ujian, dengan sekolah elit bandar menawarkan persediaan ujian intensif, manakala sekolah awam luar bandar kekurangan penyedia ujian yang berkelayakan; dan (3) dasar institusi yang tidak fleksibel yang mengekalkan ambang skor jalur yang tegar walaupun bukti empirikal yang lemah mengaitkan skor ujian dengan hasil akademik (meta-analitik r = .231). Bimbingan menyediakan "inflasi" khusus ujian tanpa peningkatan kecekapan yang boleh digeneralisasikan, dan berfungsi untuk terus merugikan pelajar berpendapatan rendah, luar bandar dan sekolah awam serta meneruskan kitaran ketidaksamaan pendidikan. Ini merupakan kajian sistematik pertama yang mengumpulkan bukti daripada peringkat individu, institusi dan dasar mengenai persoalan bagaimana ujian kecekapan Bahasa Inggeris menghasilkan semula ketidaksamaan sosial yang sedia ada di Bangladesh dan Selatan Global, dan bukan sahaja pada peringkat item tetapi juga pada tahap ketidakadilan struktur yang tertanam dalam sistem ujian bahasa yang berisiko tinggi.

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