Should to must: small wording changes, big results impact

High student fail rates are a concern for universities, with many institutions reviewing courses that exceed benchmark rates. A key factor linked to poor performance is low student engagement, which has been exacerbated by the shift to online learning environments where students rely heavily on written instructions without in-person clarification. This places greater importance on clear, accessible written communication. Additionally, increasing numbers of international students, particularly from Asian backgrounds, face language challenges that impact academic success. Many rely on online translation tools, especially when they trust their accuracy. Cultural differences in educational
traditions, also affect how students engage with assessments. This study seeks to explore whether adjusting the language used in assessment instructions can positively influence student behaviour and performance.

In this study an intervention was introduced shifting the language in an assessment task instruction from a suggestive to a directive approach. This simple change resulted in a significant reduction in exam fail rates (from 19.77% to 7.14%) and an increase in the number of students attaining a mark between 60 – 80 (41.24% to 47.02%).

It is recommended that educators use formal and direct instructions, checked via translation technologies, paying particular attention to the key words in the task description.