Abstract The global spread of English has led to its status as a lingua franca, facilitating communication across diverse linguistic and cultural boundaries. With the enhancement of English as a medium of instruction (EMI) in higher education, English proficiency is a requirement for students aspiring to study abroad. This paper examines test takers’ perceptions of the International English Language Testing System (IELTS) from a Global Englishes (GE) perspective with a focus on Chinese and Thai students. Through a questionnaire and interviews, the findings revealed that while test takers value the IELTS for its global recognition and role in facilitating international education, they also raised concerns about its alignment with the diverse linguistic realities they encounter in EMI environments. Participants highlighted the need for more inclusive assessment practices that recognize the plurality of English. These insights suggest that incorporating GE elements into the IELTS could enhance its relevance and fairness in order to prepare students for real-world communication challenges; however, such incorporation requires better understanding of the future needs of language assessment. The findings offer practical implications for the development of more inclusive, GE-informed language assessments that align more closely with the communicative demands of EMI environments and better support students’ academic and social integration during study abroad.
Boonsuk et al. (Tue,) studied this question.