Profiling Students’ Academic Language Readiness for English‑Medium Instruction in Saudi Higher Education
Saudi universities have been rolling out English‑Medium Instruction (EMI) at a fast pace. But no standardized and validated instrument currently exists to assess students’ readiness. The present study developed the Academic Language Readiness Test (ALRT), administered it to undergraduate students, and determined the score cut-offs distinguishing those who are Ready, Borderline, and those who are Not Ready. A crosssectional, multisite quantitative design was employed with 712 undergraduate students from seven colleges at Bisha University. The ALRT measured four subskills: academic listening, academic reading, academic vocabulary and grammar, and academic study skills (notetaking and visual data interpretation). Psychometric analysis combined Classical Test Theory and Rasch/1PL modelling. Results showed a mean total score of 60.0% (SD = 8.74). Reliability was strong (Cronbach’s α = 0.89). Rasch analysis confirmed item fit (infit/outfit MNSQ = 0.82–1.18) and person separation reliability (0.86). Significant differences were determined by discipline (F(6,705) = 14.82, p < .001, η² = 0.11) and year of study (F(2,709) = 28.46, p < .001, η² = 0.07), with Engineering and Medicine students scoring highest and Arts and Letters students lowest. A modified Angoff procedure produced cut scores of ≤32 (Not Ready), 33–41 (Borderline), and ≥42 (Ready). Overall, 27.1% of students were classified as Ready, 45.5% as Borderline, and 27.4% as Not Ready. Academic study skills emerged as the weakest domain across all groups (55.4% correct). The ALRT offers a confirmed, locallydeveloped instrument for placement and design in Saudi EMI environments.