© 2015

Assessing English Proficiency for University Study


Table of contents

  1. Front Matter
    Pages i-xvii
  2. Catherine Elder, John Read
    Pages 25-46
  3. Catherine Elder, John Read
    Pages 70-92
  4. John Read
    Pages 221-223
  5. Back Matter
    Pages 224-252

About this book


This book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.


language assessment academic language proficiency English for Academic Purposes English-medium institutions academic language access Australia design English language literacy

Authors and affiliations

  1. 1.University of AucklandNew Zealand

About the authors

John Read is Associate Professor in Applied Language Studies at the University of Auckland, New Zealand. His research interests are in the testing of English for academic and professional purposes and second language vocabulary assessment. He is the author of Assessing Vocabulary and has been co-editor of Language Testing and President of the International Language Testing Association.

Bibliographic information


“Assessing English proficiency for university study focuses on post-entry English language assessment (PELA) for students in higher education. … this book would be suitable for a range of readers including EAP teachers, test developers, policy advisors and others involved in PELAs. … Read’s book can be fully utilized by all of those involved in post-entry language assessment.” (Naoki Ikeda, Papers in Language Testing and Assessment, Vol. 6 (1), 2017)

“The central topic of this book is the assessment of English language proficiency and academic literacy needs of students to enable them to cope with the demands of study at university. … This book is highly recommended. It will be an essential go-to resource not only for those with an interest in PELAs, but also for those with a broader interest in English language assessment issues.” (New Zealand Studies in Applied Linguistics (NZSAL), Vol. 22 (1), 2016)