Vocabulary knowledge is key to understanding and addressing disparities in higher education.

Abstract

Background: Persistent degree-awarding gaps exist in UK universities along the lines of domicile (UK vs. non-UK) and ethnicity (white British vs. ethnic minority). Although both intersect with language (English as a first or second language), research on the role of language in academic disparities in higher education remains sparse.

Aims: We sought to examine English language proficiency and literacy skills, academic performance, and perceptions among three groups of UK undergraduates: international students with English as a foreign language (EFL), home students with English as an additional language (EAL), and students with English as their first language (L1E).

Sample: We recruited 182 UK-based undergraduate students (60 EFL, 59 EAL and 63 L1E).

Method: We used psychometric tests to compare participants' cognitive, language and literacy profiles and conducted a survey to explore their perceptions. Average marks served as a proxy for academic performance.

Results: There was an L1E advantage in English proficiency and time-restricted literacy tasks. Specifically, smaller English vocabulary was associated with the EAL and EFL groups' slower reading and writing speed, with both vocabulary and speed contributing to lower essay quality and academic marks. Survey responses supported these findings: more EAL and EFL than L1E students reported challenges with English skills and concerns with their impact on academic performance.

Conclusions: Vocabulary knowledge and its fundamental effect on reading and writing skills remain crucial to understanding and addressing disparities in academic performance in higher education. Much remains to be done to level the playing field at UK universities.