Enhancing Academic Literacies: A Comparative Study of English Language Proficiencies in Three Enabling/Academic Preparation Programs

Due to the Australian government’s efforts to broaden Higher Education participation in the last several decades, there has been a significant increase in the enrolment of students from diverse and non-traditional backgrounds in universities and, as a result, there is increasing need to identify and address students’ English proficiencies (Matthews, Simon, & Kelly, 2016; Murray, 2010). Pre-entry enabling and academic preparation programs aim to enhance the skills and capacities of these students, ensuring their success in higher education (HE). A crucial aspect of improving students' academic literacies is identifying and improving students’ English language abilities and comprehension early in their studies (AUQA, 2009, Principle 7). This study utilises a Post-entry English Language Assessment (PELA) to compare the language proficiencies of students across three unique enabling and academic preparation programs at an Australian University. It thus aims to achieve the following objectives: a) identify students' written English skills including language, formatting, voice, and discourse features, early in each program; b) adapt curriculum and pedagogical approaches to better address specific student needs; c) develop specialised English for Academic Purposes (EAP) workshops tailored to the requirements of each cohort; and d) support students in their independent learning journey by directing them to specific learning resources and EAP workshops. The findings of this study will help determine if significant differences exist in language proficiencies among the three cohorts, thus necessitating distinct pedagogical approaches within each program. This research aims to inform program design and delivery, enabling targeted interventions that enhance the academic success of students from diverse backgrounds in Australian higher education.