Home

Home > Our Products > English Assessments > Reading & Listening Test

G-TELP Level Test
The G-TELP Level Tests assess English Language Proficiency at Five different levels of functional ability

Take a Practice Test
Register
The test levels vary with respect to the types of language tasks and their level of complexity.
Test results provide an overall evaluation of general ability and meaningful diagnostic information on the different language subskills of grammar, listening, reading, and vocabulary.
The multiple-choice format ensures the reliability of results through standardized administration and objective scoring and is efficient and cost-effective. Parallel forms, developed continuously, afford opportunities for re-testing or for pre- and post-testing with different test items at each of the five levels.
The subtests at the different levels vary somewhat in length, as is appropriate to the levels of skill as well as to differences in the nature and complexity of the language tasks being assessed.
The G-TELP battery assesses English language proficiency in the following skill areas:
Level 1: Listening, Reading, and Vocabulary
Levels 2, 3, 4, and 5: Grammar, Listening, Reading, and Vocabulary
Format
Format
Level Description No. of Questions Duration (min.)
Level 1 Listening 30 90 Approximately 30 100
Reading & Vocabulary 60 70
Level 2 Grammar 26 80 20 90
Listening 26 Approximately 30
Reading & Vocabulary 28 40
Level 3 Grammar 22 70 20 80
Listening 22 Approximately 20
Reading & Vocabulary 24 40
Level 4 Grammar 20 60 20 60
Listening 20 Approximately 15
Reading & Vocabulary 20 25
Level 5 Grammar 16 50 15 55
Listening 16 Approximately 15
Reading & Vocabulary 18 25
Mastery
Test scores are determined by the number of correct answers. A score for each section (Listening, Reading and Vocabulary, Grammar) is expressed as a percentage of correct answers. The total score is determined by the averaging the percentages achieved in all three sections.

The score report provides Overall Proficiency with three indicators.
  • Mastery: An examinee who achieves 75% or greater in all three sections
  • Near-mastery: An examinee who achieves 75% or greater in two of the three sections
  • No Mastery: An examinee who achieves 75% or greater in fewer than two sections
Mastery
Section Percentage Scores Mastery
Grammar 100
  • Mastery : An examinee who achieves 75% or great in all three sections
  • Near-mastery : An examinee who achieves 75% or greater in two of the three sections.
Listening 100
Reading and Vocabulary 100
Total Score 300
Average of the Percentage Scores 100
* The degrees of mastery don’t indicate whether or not a test-taker passed or failed.
How the G-TELP Level Test Differs from Other English Language Proficiency Tests
The G-TELP system differs significantly from other prominent English language tests in several ways.
  • The G-TELP Level Test is a criterion-referenced assessment tool, meaning it offers objective diagnostic information about the examinee’s proficiency.
  • The G-TELP Level Test provides detailed task-referenced information on the examinee’s performance, contained in a profile report that is formative rather than summative. 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 industry and for educational purposes.
  • G-TELP Levels 1 to 6 closely approximate a measure of communicative competence in grammar, listening comprehension, reading comprehension, and vocabulary because they utilize authentic, real-world tasks, situations, and materials.
  • The G-TELP Level test evaluates the skills of examinees at five different levels of competence. By focusing on a specific level of proficiency, each test achieves more extensive sampling of performance than a single test that assesses multiple levels.
Users of the G-TELP Level Test
The G-TELP Level Test has been created for non-native English speakers, including students, teachers, and evaluators who want to evaluate practical, task-oriented language skills. The G-TELP Level Test is widely used by many organizations across the globe to assess English Proficiency for different reasons.

The following shows the examples of how G-TELP Level Tests have been used:
  • International Events
  • English evaluation test for volunteers during the Seoul 1988 Summer Olympics and Beijing 2008 Summer Olympics
  • English training test for public officials during the Incheon 2014 Asian Games
  • Governments
  • Official English test recognized by the Taiwanese government
  • English test for recruiting competent civil employees in Korea
  • Universities and Schools
  • Preferred English proficiency test by many universities in Japan
  • English-language certificate program for college graduation in China
  • English test for graduation certification programs of universities in Korea
  • English test for measuring progress at language institutes and international schools in the Philippines
The G-TELP Level Test assesses English language proficiency at five different levels of functional ability.
The test administrator chooses an appropriate test for either an individual student or a group of test-takers. The G-TELP descriptors, which describe different levels of proficiency, offer guidance on how to match the test level with the skill level of the test-takers.

The level that is selected should neither be too difficult nor too easy for the examinee. The test administrator and score user should take certain factors into account when selecting the test level, based on knowledge of the examinee's past experience:
  • The minimal (lowest) level of proficiency the examinee is expected to demonstrate
  • The situations, tasks, and skills to which the examinee has been exposed
  • The length of time and depth of the examinee's instruction in English (e.g., proficiency at Level Three, Modified English in Simple Communication, presumes that a person has completed five to six years of English language instruction)
A comparison of the skills, situations, and tasks (descriptors) across the five levels will give the test administrator / score user a sense of the order in which these features of proficiency are acquired over time. For example, learners begin language acquisition by using simple verb tenses, then gradually use future tenses, and, after considerable exposure and practice, effectively use the present and past unreal conditional tenses. The G-TELP presumes prior exposure to formal English language instruction. However, because the test assesses communicative skills in task-oriented situations, it also yields information about general English proficiency that is not specific to academic contexts.

Furthermore, the selection of test level depends on the purpose of the assessment.

Often, when tests are used to diagnose strengths and weaknesses for the purpose of learning, the test user wants to know how proficient the test-takers are and expects to see a range of scores. Therefore, when the appropriate level of the test is selected, some test-takers will show almost complete mastery, a few will show complete mastery, and some will show no mastery of the English language.
The G-TELP Level Test provides an informative score report profile. In addition to the scores, the report provides descriptions explaining the grammar structures, listening and reading tasks, and question types reflected on the test. 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 a prerequisite for taking the Level One test.
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.
Release of Test Results
Test results will be released no later than eight working days after the test date on the G-TELP website, and original score reports will be printed out or mailed out directly to test-takers within two weeks of the test date.
Validity of Test Results
A score report will not be reissued if two years have passed since taking the test because English proficiency may improve or decline over time.
The G-TELP Level Test evaluates English Language Proficiency at five unique tiers of functional ability.

LEVEL 1
Authentic English in Complex Communication

General Description
Level 1 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.
Skill Area Description
Listening
An examinee at this level is able to fully understand authentic English at a normal rate of speech.
  • Tasks at this level include :
  • news reports or general interest segments from talk shows in which recommendations and suggestions on a variety of personal topics are given
  • conversations or interviews that describe a procedural sequence or give a detailed description of an object or event
Reading & Vocabulary
An examinee at this level can read and fully understand authentic texts from a variety of sources such as newspapers, journals, encyclopedias, reference works, and anthologies.
  • Tasks at this level include :
  • biographical and autobiographical narratives
  • commentaries or editorial opinions on topics of general social concern
  • evaluations or critical reviews of a product, media event or artistic work
  • expositions of scientific or technological subjects
  • magazine articles for general readership
A person at this level is also required to demonstrate understanding of a wide range of idiomatic and non-idiomatic vocabulary in context of the reading tasks described above.

LEVEL 2
Authentic and Modified English in Normal Communication

General Description
Level 2 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 their learning of the language has been classroom-based, the examinee is able to communicate with a native speaker within a wide range of tasks.
Skill Area Description
Grammar
An examinee at this level is required to demonstrate understanding of the basic grammatical structures of English and some of the more complex grammatical structures.
Listening
An examinee at this level can understand authentic English which has been reworded, paraphrased and simplified, but which is delivered at a normal rate of speech.
  • Tasks at this level include :
  • everyday conversations involving informal situations
  • formal monologues in which a particular product or course of action is recommended
  • discussions on pros and cons of certain situations
  • explanations of a non-technical procedure or process, or informative/useful/helpful tips for specific situations
Reading & Vocabulary
An examinee at this level can read authentic and modified texts of a general nature. Modified texts are defined as texts in which low-frequency and idiomatic vocabulary is simplified. At this level, syntax is not modified.
  • Tasks at this level include :
  • narratives that focus on historical or contemporary figures
  • magazine and newspaper articles that describe current social or technological subjects, or study/survey results
  • encyclopedic articles that are general and non-technical
  • commercial correspondence that is descriptive and persuasive
A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above.

LEVEL 3
Modified English in Simple Communication

General Description
Level 3 assesses the ability of a test taker to communicate in English at 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, they would be able to function within a limited range of authentic English language situations.
Skill Area Description
Grammar
An examinee at this level is required to demonstrate mastery of basic grammatical structures in two-to three-sentence contexts.
Listening
An examinee at this level can understand native speakers of English who are speaking at a slower than normal rate, with pauses, repetitions, and paraphrasing intended for non-native speakers.
  • Tasks at this level include :
  • public announcements which give simple information
  • explanations of the physical functions or attributes of familiar objects
  • personal accounts in which a personal event and its chronology are described
  • directions for a procedure
Reading & Vocabulary
An examinee at this level can read simplified and/or simple authentic texts of the type found in textbooks written for learners of English as a second or foreign language.
  • Tasks at this level include :
  • descriptions of landmarks and places of interest based on texts from tourist guidebooks, travel magazines, and brochures
  • historical biographies based on texts from travel literature and history texts
  • informal narratives in personal correspondence between friends
  • announcements concerning the activities, meetings, and accomplishments of organizations such as clubs and professional groups
A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above.

LEVEL 4
Basic Classroom English

General Description
Level 4 assesses basic communication skills. The examinee can use standard expressions for greetings and introductions, and successfully conduct simple exchanges but has had limited exposure to English outside of a classroom setting. Simple communication is possible with native speakers in a narrow range of tasks.
Skill Area Description
Grammar
At this level, the examinee has been introduced to basic grammatical structures, including commonly used irregular verbs and the present tense.They are required to exhibit their comprehension of these structures within short contexts of one or two sentences.
Listening
An examinee at this level understands the general meaning of short statements and conversations of native speakers of English. The rate of speech is slow, and vocabulary is formulaic and basic. Minimal communication is expected.
  • Tasks at this level include :
  • single statements or questions
  • short questions associated with a picture
  • short transactions in a familiar setting
  • instructions centering on how to perform simple tasks
Reading & Vocabulary
An examinee at this level can read texts composed of simple vocabulary for limited English speakers.
  • Tasks at this level include :
  • simple instructions found in business forms, public signs, and application forms
  • simple organizational or public announcements
  • basic facts about well-known current or historical figures, information, or activities
  • simple information in personal correspondence or office memos
A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above.

LEVEL 5
Basic Classroom English

General Description
Level 5 is to evaluate the ability of the examinee to use and identify small quantities of English. The examinee has limited exposure to English in school and only knows the basic of the language.
Skill Area Description
Grammar
At this level, the examinee has been introduced to basic grammatical structures, including commonly used irregular verbs and present tense. They need to exhibit their comprehension of these structures within short contexts of one or two sentences.
Listening
An examinee at this level understands the general meaning of short statements and conversations of native speakers of English. The rate of speech is slow, and vocabulary is formulaic and basic. Minimal communication is expected.
  • Tasks at this level include :
  • single statements or questions
  • short questions associated with a picture
  • short transactions in a familiar setting
  • instructions centering on how to perform simple tasks
Reading & Vocabulary
An examinee at this level can read basic texts consisting of short sentences and simple vocabulary.
  • Tasks at this level include :
  • simple narrations of everyday situations
  • short descriptions of well-known current events
  • personal correspondence between family or friends
  • basic descriptions of locations or geographical features
A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above.