BC TEAL 2026 Annual Conference

This research session presents findings from a systematic review examining factors associated with postsecondary international students’ academic success beyond language proficiency, with a particular focus on implications for building effective support systems for EAL learners in postsecondary contexts. The study responds to growing evidence that language proficiency scores alone are insufficient indicators of students’ ability to succeed academically and socially in English-medium institutions.
The review addressed the research question: What factors, beyond language proficiency test scores, are associated with international students’ academic success in postsecondary education? Using established systematic review procedures, the authors conducted a comprehensive search of peer-reviewed literature published between 2000 and 2023. Studies were included if they examined predictors of academic outcomes (e.g., GPA, program completion) among international students. Following screening and eligibility checks, 54 empirical studies were retained. Data were extracted on study design, participant characteristics, outcome measures, and identified success factors, and findings were synthesized thematically.
Results show that while language proficiency is a meaningful contributor to academic performance, success is shaped by a broader constellation of factors. These include prior educational experiences, self-regulation and study strategies, social and academic integration, sense of belonging, and access to institutional support structures. Across studies, students’ ability to navigate academic expectations and engage with support networks emerged as critical mediators of success, often interacting with language proficiency.
The session will discuss how these findings can inform the design of responsive support systems for EAL students. Implications include the need for coordinated academic, linguistic, and psychosocial support; clearer pathways connecting language development with disciplinary study; and institutional practices that view language assessment data as one input among many. At a policy level, the findings support more holistic approaches to admissions, placement, and student support as well as the importance of EAP programs for scaffolding international student success.