English as a medium of instruction in higher education is likely one of the factors contributing to academic success. Undergraduate students who are enrolled on a programme may satisfy English language entry; their language skill sets need further improvement for university studies. Admissions scores of English language can provide us an understanding of the level of English proficiency students at the transition from high school to university study, and help make decisions on the provision of English language support to enhance students’ academic success. This paper aims to explore language proficiency in relation to student self-perception of ability and interest in further developing language skills of an entire entering year of students at a university in Hong Kong. Quantitative and qualitative data collected for an umbrella study on curriculum review were integrated to focus on English proficiency as a threshold of learning. A comparison of admissions scores and entry survey results suggested that for some programmes there may be a gap between students’ English proficiency and readiness to participating in English enhancement activities. Interview data revealed possible reasons, including self-perceptions of proficiency, disciplinary requirements, and experience of English learning. Overall, the results indicate challenges for provide English language courses and activities to support student learning. One implication is an increasing need for language teachers to collaborate with content teachers from subject specific departments in designing, planning and implementing courses on English for specific purposes. Recommendations on enhancing language support are made.

language education