The General Tests of English Language Proficiency assess English at five different levels of functional ability.

G-TELP is recognized by international organizations, government agencies, academic establishments, businesses communities, and other institutions in terms of usefulness and relevance.

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Overview

The G-TELP assesses the English language proficiency of non-native speakers in real-world situations.

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Level Five
Basic Classroom English
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Level Four
Basic English in Simple Communication
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Level Three
Basic English in Normal Communication
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Level Two
Authentic and Modified English in Normal Communication
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Level One
Authentic English in Complex Communication

Test Format

Level Skill Area Number of Questions Time (min.)
Level 1 Listening 30 30 100
Reading and Vocabulary 60 70
Level 2 Grammar 26 20 90
Listening 26 30
Reading and Vocabulary 28 40
Level 3 Grammar 22 20 80
Listening 22 20
Reading and Vocabulary 24 40
Level 4 Grammar 20 20 60
Listening 20 15
Reading and Vocabulary 20 25
Level 5 Grammar 16 15 55
Listening 16 15
Reading and Vocabulary 18 15

Features of the G-TELP Level Test

The G-TELP tests provide detailed, task-referenced information on the examinee’s performance. This diagnostic report indicates what individuals can do with the English language, thus making it possible to better ascertain performance levels of competence, as well as strengths and weaknesses. This information is invaluable for decision-makers in the industry and for educational purposes.

G-TELP Levels 1 to 5 utilize real-world, authentic tasks to measure competence in grammar, listening comprehension, reading comprehension, and vocabulary. The G-TELP evaluates general English language proficiency, instead of focusing on merely academic or business contexts. By focusing on a specific level of proficiency, each test achieves more extensive sampling of performance than a single test which assesses multiple levels.

The levels vary according to the nature and complexity of the language being assessed. For example, more emphasis is placed on listening skills at the lowest level (Level Five), with tasks that include understanding simple classroom instructions. In contrast, more emphasis is placed on reading skills at the highest level (Level One), with tasks that include understanding an exposition of a complex scientific topic.

The G-TELP is criterion-referenced, whereas other commonly-used tests are norm-referenced. G-TELP proficiency assessments are made according to universally recognized criteria that describe the ability of the examinee in the performance of specific language tasks. In contrast, norm-referenced tests compare the examinee’s test scores with those of other examinees. Those scores serve as general indicators of language proficiency relative to that of other test-takers, but provide no objective, diagnostic information.

The G-TELP is available from duly licensed and qualified agents in many countries.

Score Report

The G-TELP provides an informative score profile report. In addition to the scores, the report provides descriptions which explain the kinds of grammar structures, listening and reading tasks, and question types reflected on the test.

Mastery

The Mastery Score indicates overall proficiency in the English language. Mastery is demonstrated when an examinee answers 75% of the test questions correctly in all three skill areas (two for Level One). Near Mastery is demonstrated when an examinee answers 75% of the test questions correctly in two of the skill areas (except Level One). No Mastery is demonstrated when an examinee answers less than 75% on more than two skill areas.

Profile A: Skill and Task/Structure

A Skill Area Score of 75% or more indicates mastery of the particular skill area. Total scores for each separate section of the test (Grammar, Listening, Reading/Vocabulary) are reported. Subscores on the separate parts of each section of the test are also provided. Scores can range from 0-100%.

Profile B: Question Information Type

The Question Information Type profile provides the ratio of the number of test questions the examinee has answered correctly and the total number of questions for each question type. For example, the ratio of 10/11 indicates that the examinee has correctly answered 10 of 11 questions correctly.

  • Literal questions are questions that explicitly state the information needed by the examinee.
  • Inferential questions are questions that require the examinee to inferentially process explicitly and implicitly (implied but not expressly) stated information.
  • Vocabulary questions are questions in which the examinee is expected to select synonyms for words occurring in the context of the reading passages.

Level Mastery Score is determined by the number of skill areas in which the examinee has accumulated a Skill Area Score of 75% or more. Demonstrating mastery at Level Two is prerequisite for taking the test of Level One.

Level Description

LEVEL 5

Basic Classroom English

This level assesses the ability of the test taker to produce and recognize minimal amounts of English. The test taker has had limited exposure to English in the classroom, and knows only basic elements of the language.

LEVEL 4

Basic English in simple communication

This level assesses the ability of the test taker to handle basic communicative functions. The test taker is capable of basic formulaic expressions such as those used in greetings and introductions, and is successful with basic communicative transactions. Although a test taker at this level has had only limited exposure to English outside of the classroom, he/she is able to use English in simple communication with native speakers in a narrow range of tasks.

LEVEL 3

Modified English in simple communication

This level assesses the ability of a test taker to communicate in English on an elementary level. This person’s exposure to English has been limited mainly to the classroom, with little extended contact with native speakers. It should be noted, however, that while a person at this level is not an independent user of the language and is not expected to cope with unmodified English, he/she would be able to function within a limited range of authentic English language situations.

LEVEL 2

Authentic and Modified English in normal communication

This level assesses the ability of a test taker to use the language outside of classroom situations. This test taker is able to cope with some authentic English, has had contact with some authentic English, and has had contact with native speakers. Although his/her learning of the language has been classroom-based, the examinee is able to communicate with a native speaker within a wide range of tasks.

LEVEL 1

Authentic English in complex communication

This level assesses the abilities of the examinee who is a fully independent user of the language. This person has had extensive contact with native speakers, either through travel and/or living and working abroad.