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.

In this panel discussion, various EAP assessments will be introduced and described in detail. 
Photovoice is a practice of image-making and storytelling inviting presence in EAP classrooms, where international students often navigate displacement, transition, and cultural dissonance. The photovoice illustrates how image-making opens space for self-connection, sense of place, and reflective meaning within cross-cultural journeys. The aesthetic assessment enables educators to see students more fully, attune to what matters to them, and respond with care while supporting both learning outcomes and students’ emerging identities.
The reading and vocabulary course engages students with readers for extensive reading and internet/book articles for analysing.  While reading projects allow students to choose a book and share meaningful moments, reading portfolios consist of differentiated articles offering both choice and level. Multimodal Assessments include video, drawing, ppt, reflection journal, concept map, and digital poster. 
The writing and grammar course uses a scaffolded assessment design to support multilingual students’ academic writing development. Assessments such as reflective journal writing promote language awareness, fluency, and metacognitive engagement. Genre-based writing portfolios require students to apply academic conventions across disciplines and contexts. Assessment criteria is positioned as both a learning tool and a bridge between students’ lived experiences and university-level academic discourse.
Students complete a cumulative capstone project in the form of a poster that brings together learning from all sections of the EAP course. Students choose one learning outcome from each of the sections of the EAP course and explain how each outcome connects to their future academic growth and personal lives. The capstone emphasizes reflection and synthesis with students often incorporating visuals, drawings, symbols, and personal narratives into their posters. Criteria covers major aspects of the EAP course.
Participants will leave with a toolkit of EAP assessments of language skills to use in their classrooms.