1

ContentsLTTC-GEPT 2

Recognition 6

Standards of Quality 10

GEPT-CEFR Alignment 18

Level Descriptors 20

Overview and Examples 24

The GEPT Advantage 32

LTTC-GEPT 32

v About the LTTCThe Language Training and Testing Center was established in 1951 and has been registered with Taiwan’s Ministry of Education (MOE) as a non-profit educational foundation since 1986. Located on the campus of National Taiwan University (NTU), the LTTC is under the supervision of a board of directors with the president of NTU as chairperson.

The mission of the LTTC is to meet the needs of Taiwan’s social and economic development through research, development, and administration in language training and testing. The LTTC maintains a strong reputation in its areas of specialization. In addition to its principal objectives, the LTTC is also dedicated to supporting language learners and teachers by publishing textbooks and test preparation materials, carrying out a wide range of

LTTC-GEPTThe General English Proficiency Test (GEPT), developed and administered by the

Language Training and Testing Center (LTTC), targets English learners at all levels in

Taiwan.

research related to language teaching and testing, sponsoring workshops and seminars on linguistics and language pedagogy, and cooperating with local and international scholars and institutions. In order to engender fruitful dialogue between the fields of language teaching and testing, the LTTC regularly hosts international conferences on themes related to language learning, teaching, and testing.

In recognition of the overall quality of its services, and in line with its goal of increasing its international profile, the LTTC adopted the ISO 9001 Quality M a n a g e m e n t S y s t e m s t a n d a r d i n 2 0 1 2 . Furthermore, in 2013 the LTTC became the first language training and testing institution in Taiwan to be awarded the ISO 9001:2008 certification.

The training program offers language courses in

English, French, German, Japanese, and Spanish

to staff members of government organizations,

schools, private institutions, and to the general

pub l ic . Th is program compr ises ten-week

courses, short-term courses to explore specific

topics such as translation and news English, and

special courses that meet specific needs of public

and private organizations. Teachers employ a

communicative approach in the classroom with

an emphasis on language use and cross-cultural

understanding.

The testing program provides various language

proficiency tests, some developed by the LTTC

itself and others conducted on behalf of its overseas

partners, to language learners of a wide range

of levels and interests. The LTTC developed and

administers the Foreign Language Proficiency Test

(FLPT), the Second Foreign Language Proficiency

Test-Basic (SFLPT-Basic), the College Student

English Proficiency Test (CSEPT), the General

English Proficiency Test (GEPT), and the GEPT

Pro, a test designed to assess learners' business

English proficiency. The LTTC also conducts

tests in Taiwan on behalf of overseas institutions,

including the Educational Testing Service (ETS)

and Prometric in the U.S., Cambridge English

Language Assessment in the UK, the Interchange

Association in Japan and the Japan Student

Services Organization, as well as the TestDaF

Institute in Germany.

"The LTTC has always been highly regarded for its efforts in advancing English education and elevating the standard of English in Taiwan. By offering a wide range of language courses, providing quality assessment, and facilitating exchanges with international partners and educational institutions worldwide, the LTTC has not only benefited learners in Taiwan but also helped promote the internationalization of higher education."

—Professor Pan-Chyr Yang, Chairperson of the LTTC Board of Directors and President of National Taiwan University

LTTC-GEPT4 5

v About the GEPTThe Genera l Eng l ish Pro f ic iency Test ,

developed and administered by the LTTC, targets

English learners at all levels in Taiwan. This

test corresponds to Taiwan's English education

framework, meets the specific needs of English

learners in Taiwan for self-assessment, and

provides institutions or schools with a reference for

evaluating the English proficiency levels of their

job applicants, employees, or students. The GEPT

promotes a balanced English learning process,

covering the four language skills of listening,

reading, writing, and speaking with the goal of

improving the general English proficiency level of

Taiwanese learners.

In 1997, the LTTC invited scholars and experts

in English language teaching and testing from

tertiary institutions around Taiwan to form a Testing

Research Committee and a Testing Advisory

Committee. In 1999, the project received support

from the MOE, which recognized that the LTTC's

work on the GEPT was in accord with its goal of

promoting lifelong learning and encouraging the

study of English. With the MOE's support, guidance

from consultants and research committee members,

and the administration of multiple pilot tests, the

GEPT development project came to completion in

July 2002.

Since its launch in 2000, the GEPT has reliably

tested the English proficiency of over 6.5 million

test-takers. The test is not only administered at

nearly 200 different venues in Taiwan’s major cities

but also on the outlying islands of Penghu, Kinmen,

and Matsu. This allows test-takers to choose the

test location most convenient for them. The GEPT

has generated positive washback effects on English

learning and teaching in Taiwan and resulted in

increased emphasis on communication skills and

the nurturing of speaking and listening skills.

Acknowledging the excellence of the GEPT, more

than 300 junior high schools and high schools, and

hundreds of universities, private enterprises, and

government agencies in Taiwan recognize GEPT

scores. In recent years, an increasing number of

universities around the world, including prestigious

"The GEPT is constantly changing to meet the evolving needs of test-users. It sets the standard for language testing in Taiwan, and has increasingly been recognized by universities in different parts of the world. The LTTC will remain committed to research and development in language testing, and will continue to provide the public with the most up-to-date resources for language assessment."

— Professor Hsien-hao Liao, Executive Director, the Language Training & Testing Center

"With decades of experience in test administration; a commitment to research-led innovation; a proficient cadre of professional test developers; and a track history of success in the development of the GEPT, the LTTC is a good example for testing bodies in Asia." — Professor Cyril J. Weir, University of Bedfordshire, UK

institutions in Hong Kong, Japan, France, Germany,

the UK, and the U.S., have begun to adopt the

GEPT as a means of measuring the English

language ability of Taiwanese applicants, thus

benefitting students who are interested in pursuing

further study overseas.

To further improve the quality of the GEPT and

to ensure that the test is in line with the highest

international standards of language testing, the

LTTC conducts research projects and regularly

shares research results with the international

language teaching and testing community. The

LTTC also provides research grants to external

researchers who investigate GEPT-related topics

to gain a deeper understanding of the reliability and

validity of the GEPT and its relationship with other

English language tests.

Recognition 76

Recognitionv Over 6.5 Million Test-TakersThe GEPT has received wide recognition since it

was launched in 2000. As of July 2015, over 6.5

million English learners, from junior high school

students to senior citizens, have taken the GEPT.

This broad age range conforms to the LTTC's

aim of promoting lifelong English learning. At the

Elementary and Intermediate levels, the majority

of test-takers are students. The percentage of

non-student test-takers increases at the High-

Intermediate and Advanced levels.

v Career AdvancementGEPT scores are highly dependable; for this

reason, they are used by governmental and private

organizations to evaluate personnel. For instance:

u The Central Personnel Administration of the Executive Yuan has adopted GEPT scores as a criterion for the promotion of civil servants;

u GEPT scores a re used as ev idence o f language pro f ic iency fo r those w ish ing to pursue a career in the civi l service in diplomacy, aviation, or international affairs;

u The Ministry of Education refers to GEPT scores when selecting qualified students and teachers for government-sponsored study

overseas and qualified teachers who wish to

apply for English-teaching positions in schools;

u The GEPT is used by many private enterprises

and government agencies, such as the Taipei

Rapid Transit Corporation, Taiwan Academy of

Banking and Finance, Taiwan External Trade

Development Council, NXP Semiconductors,

Eva Air, and Regent Taipei, to assess the English

ability of their employees and job applicants.

v Higher Education An increasing number of colleges and universities

now require their students to demonstrate their

Engl ish prof iciency by passing a part icular

GEPT level (either the Intermediate or High-

Intermediate level) as a criterion for graduation.

This demonstrates that the impact of the GEPT

has extended beyond secondary education and

produced positive washback on higher education.

u Hundreds of universities and colleges use

the GEPT as a criterion for admission, student

placement, and graduation. These academic

institutions include public schools such as

National Central University, National Chengchi

University, National Cheng Kung University,

National Chiao Tung University, National

Chung Cheng University, National Chung Hsing

University, National Sun Yat-sen University,

National Taipei University of Technology, National

Taiwan University, National Taiwan Normal

University, National Tsing Hua University, and

National Yang-Ming University, as well as private

schools such as Fu Jen Catholic University,

Providence University, Tamkang University,

Tunghai University, and Yuan Ze University.

u National Taiwan University (NTU), besides

using the GEPT High-Intermediate as a

graduation threshold, has integrated the GEPT

into its online and classroom curriculum design,

and aligned course objectives with GEPT High-

Intermediate level descriptors. NTU claims that

this has led to measurable improvement in

both teaching and learning. Students now have

stronger motivation in English learning, clearer

guidelines to follow, and enhanced English

ability. Teachers, meanwhile, have more specific

teaching goals in mind when planning their

course outlines.

Recognition 98

v GEPT for Global ConnectionThe GEPT has achieved remarkable success in

reaching out to international communities:

u The LTTC, in partnership with Academia Sinica,

has administered the GEPT in Vietnam since

2007 for the recruitment of qualified Taiwan

International Graduate Program applicants.

u Starting from 2014, the governments of Taiwan

and Vietnam collaborate on a joint program,

“VEST-500,” using the GEPT to screen and

recruit elite Vietnamese teachers, professors,

and civil servants to extend their study in Taiwan

through scholarships.

"Developed in Taiwan and designed to meet the needs of Taiwanese learners of English, GEPT also meets international standards for quality and is aligned to international benchmarks for language ability. Its research led approach to innovation and its commitment to best practice make it an excellent choice for evaluating the abilities of Taiwanese students."

— Professor Anthony Green, President of the International Language Testing Association (ILTA) and Director of CRELLA, University of Bedfordshire

u International programs offered by various

universi t ies in Taiwan, such as Nat ional

Taiwan University and National Taiwan Normal

University, now recognize the GEPT as a

reliable means of measuring applicants' English

language ability.

u T h e G E P T h a s b e e n a d m i n i s t e r e d i n

China since 2010 and in Malaysia since 2015.

u Prestigious universities around the world now

admit Taiwanese students to degree, exchange,

or summer programs based on their GEPT

scores.

Singapore＊Nanyang Technological University

Russia ＊Saint Petersburg State University

＊University of Languages andInternational Studies—Vietnam National University, Hanoi (ULIS—VNU)

Vietnam

＊Arizona State University＊North Carolina State University＊State University of New York at Albany＊Texas A&M University＊University of California, Berkeley＊University of California, Davis＊University of Illinois at Urbana-Champaign＊University of Oregon

＊Laval University ＊Université du Québec à Montréal＊University of British Columbia ＊University of Waterloo

＊Maastricht University＊Universiteit Utrecht

＊École Supérieure d'Électricité (Supélec)＊Sciences Po de Paris＊Université Catholique de Lille＊Université Paris Sud

＊Universidad Politécnica de Madrid＊Universitat Autònoma de Barcelona

＊Atatürk University

＊Johannes Kepler University Linz

＊The Chinese University of Hong Kong＊The Hong Kong Polytechnic University＊The University of Hong Kong, Faculty of Law

＊Ewha Womans University＊Kookmin University＊Seoul National University＊Sunchon National University＊Yonsei University

＊Doshisha University＊Nagoya University＊Waseda University

＊Hertford College of Oxford University＊King’s College London

"In just a few short years, the GEPT has made remarkable progress in obtaining international recognition by world-class universities. Such recognition benefits our students as well as NTU's partner universities who would like to assess the English proficiency of our students by using an English test that conforms to the highest standards of validity and reliability."

— Professor Luisa Shu-Ying Chang, Vice President, Office of International Affairs, National Taiwan University

To enable more Taiwanese students to pursue higher education overseas, the LTTC endeavors to expand

the international recognition of the GEPT. The number of institutions that recognize the GEPT is growing; for

the most up-to-date list, please visit http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT.htm.

Standards of Quality 1110

Standards of Quality

1 Roever, C. & Pan, Y.C. (2008). GEPT: General English Proficiency Test, Language Testing, 25(3), 403-418.

v Ongoing ResearchResearch papers and reports on the GEPT have

been published in testing-related books and

professional journals, as well as on the LTTC

website (www.lttc.ntu.edu.tw/thesis.htm). Research

studies on validation, reliability, absence of bias,

access and accommodations, administration and

security, and social consequences are underway, as

per Code of Fair Testing Practices in Education

(Joint Committee on Testing Practices, 2004),

Standards for Educational and Psychological

Testing (American Educational Research Association,

American Psychological Association, and National

Council on Measurement in Education, 1999), and

ETS Standards for Quality and Fairness.

v Adoption of the ISO Quality Management SystemTo further enhance the overall quality of its testing

services, including those of the GEPT, the LTTC

has adopted the ISO standards and has been ISO

9001:2008 certified since 2013. The LTTC is the

first language testing organization in Taiwan to

receive such recognition.

v ReliabilityOngoing research and rigorous procedures of test construction and administration ensure that the high quality, validity, and reliability of the GEPT are maintained. A test review published in Language Testing suggests that the GEPT is communicatively oriented, practical, and highly reliable.1 The reliability indices for the GEPT Listening and Reading tests fall between 0.87 and 0.91. The inter-rater reliability indices for the Writing and Speaking tests are between 0.89 and 0.90, while the discrepancy rate falls between 0.014 and 0.017.

v Academic SupportThe research and development team is responsible for writing test items, compiling test forms, and conducting research on test development. The LTTC also employs domestic and international experts as consultants, research committee members, testing committee members, item reviewers, and item writers. In order to further enhance the quality of the GEPT, the LTTC has invited four of the Cambridge/ILTA Distinguished Achievement Award winners–

Prof. Charles Alderson (Lancaster University), Prof. Lyle F. Bachman (University of California, Los Angeles), Prof. Cyril J. Weir (University of Bedfordshire), and Prof. Tim McNamara (University of Melbourne)–along with a renowned scholar in the field of language testing, Prof. Antony Kunnan (California State University), to advise the GEPT research and development team in the capacity of consultants.

v The LTTC-GEPT Research GrantsIn order to assist external researchers in conducting

quality research on GEPT-related topics and to

further enhance the reliability and validity of the

GEPT, the LTTC offers the LTTC-GEPT Research

Grants. Since 2010, grants have been awarded

to academic institutions and scholars in Australia,

Hong Kong, the UK, and the U.S., for conducting

research projects such as comparing the GEPT with

IELTS and TOEFL, and investigating the alignment

of the GEPT and the CEFR. Research reports that

have been completed are now available at http://

www.lttc.ntu.edu.tw/lttc-gept-grants.htm.

v International PartnershipsThe LTTC engages itself actively in various

international testing-related organizations such

as the Academic Forum on English Language

Testing in Asia (AFELTA) and the Asian Association

for Language Assessment (AALA), of which the

LTTC is one of the founding members. The LTTC

is also an institutional member of the Association

of Language Testers in Europe (ALTE) and the

International Language Testing Associat ion

(ILTA). By interacting frequently with other testing

organizations, the LTTC endeavors to improve the

quality of its research and administration in the field

of language testing.

v International Consideration by the UK GMCIn 2014, the UK General Medical Council (GMC)

included the GEPT Advanced in its list of English

language tests to be reviewed in terms of their

suitability for use by the GMC when certifying

internationally trained doctors wishing to practice

in the UK. Recognizing the design and the quality

of the GEPT, the GMC concluded that the GEPT

Advanced Level Listening and Reading Tests are

equivalent to IELTS 7.0 and the Speaking and

Writing Tests are equivalent to IELTS 7.5.

"Together with Dr. Sathena Chan at CRELLA, the University of Bedfordshire, I was awarded an LTTC-GEPT research grant to use innovative eye tracking technology in researching key aspects of GEPT reading papers. In my work with the LTTC over the years, I have been hugely impressed by their professionalism and high standards, as well as their commitment to on-going research into the validity and reliability of all aspects of their tests. I have been pleased to work with them and look forward to many years of professional collaboration as their tests develop."

— Professor Stephen Bax, Modern Language and Linguistics, Open University, UK

“The LTTC-GEPT competitive research grant program is one of only a few such grant schemes open to independent researchers. It has produced high quality research over the years and shows the GEPT’s commitment to exploring issues relating to test validity and keeping the test current by strategically examining the latest trends and ideas in language testing. As a recipient of an LTTC-GEPT research grant, I am privileged to be able to contribute to this ongoing program of test quality.”

— Dr. Ute Knoch, Director, Language Testing Research Centre, University of Melbourne, Australia

v Research HighlightsThe GEPT is intended to serve as a fair and reliable testing system for EFL learners in Taiwan; therefore, numerous studies addressing the validity and impact of the GEPT have been conducted. A number of these studies were published as technical monographs and others as refereed articles in books and journals. A complete series of GEPT Research Highlights and other research publications can be found at http://www.lttc.ntu.edu.tw/thesis.htm.

Standards of Quality 1312

"Dr. Tineke Brunfaut and I were awarded an LTTC-GEPT research grant in 2012.Using this grant, we conducted a linking study relating the GEPT listening test suite to the Common European Framework of Reference (CEFR). The grant has allowed us scope to explore some innovative approaches to standard setting. The LTTC-GEPT research grants program is a very good example of a funding scheme which allows fruitful collaboration between academic researchers and a testing organization."

— Dr. Luke Harding, Lancaster University, UK

"I have consistently been impressed by the LTTC-GEPT research team's openness to the latest ideas in language testing and its efforts to build the reputation of the test through serious research and publications of international quality, as well as engagement with a variety of stakeholders. As an awardee of the LTTC-GEPT Research Grant program, I am privileged to be able to contribute to the on-going success of the GEPT, a test with an international outlook and stature."

— Dr. Guoxing Yu, Coordinator of EdD in TESOL/Applied Linguistics, University of Bristol, UK

"The GEPT is certainly a success story. I am most pleased to notice that the GEPT has received increasing recognition as a suitable and comprehensive measure for gauging Taiwan students’ English proficiency levels. In light of the LTTC’s continuous effort to improve the test’s quality through strategically planned in-depth research, I am confident that the test candidates and test users will trust the GEPT even more. I am glad I can contribute to this research."

— Professor David Qian, Hong Kong Polytechnic University

v Perspectives from the LTTC-GEPT Research Grants Recipients/Scholars

Standards of Quality 1514

v Recognition at Prestigious International ConferencesIn light of the LTTC’s high-quality testing services and academic research, the LTTC has been invited to

share its valuable experience and research results at prestigious international conferences in the field of

language education and assessment.

At these conferences, LTTC staff members served as plenary speakers, invited speakers, or paper

presenters, delivering talks or sessions on topics such as the washback effects of the GEPT, quality and

fairness in the Asian EFL context, rating practices, the development and validation of self-assessment scales,

and the center’s collaboration with the local teaching community and international partners with the aim of

improving EFL education in Taiwan.

Conferences on teaching and testing where research results and the achievements of the GEPT have

been presented include the Academic Forum on English Language Testing in Asia (AFELTA), the Asian

Association for Language Assessment (AALA), the Japan Language Testing Association (JLTA), the

Association of Language Testers in Europe (ALTE), the Language Testing Research Colloquium (LTRC), and

New Directions English and Global Education Dialogue, both of which are symposia organized by the British

Council.

Representatives from China, Hong Kong, Japan, Korea, Taiwan and Singapore.

At LTRC 2015, the LTTC met with Prof. Tim McNamara (second from the left) of the University of Melbourne, Australia, an ILTA Distinguished Achievement Award winner and consultant to the GEPT.

To introduce the GEPT to educators around the world and support the internationalization of education, the

LTTC regularly conducts panel discussions or poster sessions at annual conferences and exhibitions for

international education, such as the Asia-Pacific Association for International Education (APAIE) and the

European Association for International Education (EAIE).

At EAIE, for example, the LTTC delegates took part as panelists in sessions entitled “The Next Step: A

Multilingual Approach to the Internationalization of Higher Education in Asia” with Waseda University and

Seoul National University in 2014 and “Preparing Students for Successful Study Abroad Experiences” with

National Taiwan University, University of Southampton, and Freie Universität Berlin in 2015. The former

discussed foreign language education trends in Asia, while the latter highlighted factors relevant to culture

and language learning. In both sessions, the LTTC reflected on key points for collaboration between

educators and test developers in preparing learners in Taiwan for their future studies.

Officials Dr. Min-Ling Yang and Dr. Lucia S. Lin (second and third from the left, respectively) from the Ministry of Education, Taiwan, and Ms. Christine M.Y. Hsueh (third from the right) from the Taipei Economic and Cultural Office, Prague, joined NTU’s Prof. Luisa Shu-Ying Chang (first from the left) and the LTTC delegate at EAIE in the Czech Republic.

Standards of Quality 1716

v Sharing Expertise in Test Development and AdministrationLanguage testing organizations in a number of East Asian countries have in recent years developed English

proficiency tests that are tailored to the needs of local learners. The LTTC is among those leading this trend,

and the GEPT has attracted the attention of language test developers in the region.

Recognizing the success of the GEPT, a number of testing agencies in Asian nations have invited the LTTC

to assist in the development of English tests for use in their countries. The University of Languages and

International Studies (ULIS-VNU), one of the most renowned academic institutions in Vietnam, has worked

with the LTTC to gain a deeper understanding of both test development and administration.

The LTTC also hosts international conferences as part of

our efforts to share innovative ideas and effective practices

in language education and assessment. The 2015 LTTC

International Conference, held jointly with the British Council

in Taiwan, attracted more than 300 professionals in the fields

of language teaching and testing from around the world.

Staff and experts who attended the LTTC professional development workshops, including Prof. Do Tuan Minh (fourth from the right), Vice President of the ULIS-VNU.

To continuously enhance the quality of the GEPT, the LTTC has invited world-renowned scholars of language

testing and teaching to Taiwan to give seminars, hold workshops, and share their latest research insights

with our staff and other professionals.

Professor Tim McNamara gives a lecture entitled "Testing English for Occupational Purposes: The Case of Health Professionals."

Dr. Nick Saville gives a speech entitled "The CEFR for English: latest findings from the English Profiles and implications."

Professor John M. Swales gives a talk entitled "Features of American Academic Speech and Their Implications for EAP" at the LTTC Symposium: EAP in Global Higher Education.

Professor Micheline Chalhoub-Deville holds a workshop entitled "Documentation of Quality for Classroom Assessments within the Framework of Accountability Testing."

Professor John Charles Alderson holds a workshop entitled "Diagnosis of English Reading and Listening Ability" for researchers at the LTTC .

Professor Stephen Bax holds a workshop on "Analyzing Cognitive Processes in Reading Tests through Eye-Tracking Technology."

The 2015 LTTC International Conference entitled “Critical Reflections on Foreign Language Education: Globalization and Local Interventions” was co-organized by the British Council in Taiwan and attracted more than 300 participants.

1918

GEPT–CEFR Alignment

GEPT-CEFR Alignment 1918

Results of qualitative and quantitative analyses show that the Elementary, Intermediate, High-Intermediate, and Advanced levels of the GEPT correspond to the Common European Framework of Reference (CEFR) A2, B1, B2, and C1 levels, respectively (please see the table below).

The MOE adopted the CEFR in 2005 and required all major tests in Taiwan to be mapped onto the CEFR for test-users' reference. The LTTC officially registered with the Council of Europe to participate in their Project for Piloting the Manual for Relating Language Examinations to the CEFR in July 2005. Upon completion of the study, the results were submitted to the Council of Europe in September 2006 to provide feedback and suggestions for revisions to the Manual.

According to the results of the specification procedure, the GEPT conforms to a widely accepted code of practice, involving development, item compiling, and rating processes. To follow up on the piloting study, the LTTC conducted the LTTC GEPT-CEFR Alignment Project in 2007. A paper on the project was presented at the Fourth EALTA Conference and was published in Studies in Language Testing.2 A further study investigating the alignment between the GEPT and the CEFR was completed in 2011.3

GEPT CEFR IELTS TOEFL iBT

AdvancedSecond stage

C17.5 110

First stage 7.0 100

High- Intermediate

Second stageB2

6.5 92First stage 6.0 79

IntermediateSecond stage

B15.5

Below 79First stage 5.0

Notes:

• The chart above is an estimate of the concordance between GEPT, IELTS, and TOEFL iBT. It may serve as a reference for educational institutions in evaluating the English language proficiency of their prospective students. However, it should be used with

caution, as the tests in the concordance table are designed for different purposes and populations, and they may assess language

proficiency differently.

• The IELTS and CEFR alignment listed above is based on “Figure 1: The mapping of the IELTS scale to the Common European Framework,” retrieved from the IELTS website, and on test result explanations retrieved from the British Council website.

• The IELTS and the TOEFL iBT score concordance listed above is based on a survey of entry requirements for academic programs at universities in the U.S., the UK, and Australia.

 

“I have been very privileged to have had the opportunity to learn English since I was little. For me, English proficiency tests give me a sense of accomplishment and allow me to monitor my progress. I passed the High-Intermediate level test in my first year of senior high school and have benefited a lot from studying for it. For example, it gave me an advantage when applying to college and for scholarships for cultural exchange programs.”

— Wen-Chi Tai, Department of International Business, National Chengchi University

“As many students in high schools or universities have taken and passed the GEPT High-Intermediate level test, I feel it was crucial for me, as an English teacher, to obtain the GEPT Advanced level certificate. While preparing for the test, my language ability in all four skills improved. And the certificate I was awarded verifies my language proficiency and gives me confidence in my career as a professional English language educator.”

—Yi-Yuan Chung, Teacher, Taoyuan Municipal Dasi Senior High School

“In this era of globalization, success especially depends on language proficiency. By taking the GEPT, I can efficiently prepare myself for opportunities around the world. GEPT scores really help test takers understand themselves as they progress in this lifelong journey of learning.” — Po-Chun Tseng, School of Dentistry, National Taiwan University

2Wu, J. R. W. & Wu, R. Y. F. (2010). Relating the GEPT reading comprehension tests to the CEFR. Studies in Language Testing, 33, 204-224.3Wu, R. Y. F. (2014). Validating second language reading examinations: Establishing the validity of the GEPT through alignment with the Common European Framework of Reference. Cambridge, England: Cambridge University Press.

v Learners’ Perspectives on the GEPT

Level Descriptors 2120

Level DescriptorsThe GEPT is a criterion-referenced test that assesses the general English proficiency of test-takers;

therefore, the test content is not confined to any specific discipline or topic. The full range of the GEPT

comprises five levels, Elementary, Intermediate, High-Intermediate, Advanced, and Superior, meeting the

needs of learners at different proficiency levels. The test places equal weight on the four components of

listening, reading, writing, and speaking, and has general level descriptors and skill-area level descriptors.

v General Level Descriptions GEPT Description CEFR 4

Superior

Test-takers who pass this level have English language abilities almost equivalent to the linguistic competence of a native speaker who has received higher education. They can use English effectively and precisely under all kinds of circumstances.

C2Mastery

Advanced

Test-takers who pass this level have English language abilities which enable them to communicate fluently with only occasional errors related to language accuracy and appropriateness, and to handle academic or professional requirements and situations.

C1Effective Operational Proficiency

High-IntermediateTest-takers who pass this level have a generally effective command of English and can handle a broader range of topics.

B2Vantage

IntermediateTest-takers who pass this level can use basic English to communicate about topics in daily life.

B1Threshold

ElementaryTest-takers who pass this level have basic ability in English and can understand and use rudimentary language needed in daily life.

A2Waystage

4 The Common European Framework of Reference. For more information on GEPT-CEFR alignment, please see page 18 .

v Skill-Area Level DescriptionsSuperior

Skill Description

Listening• can understand spoken English from a wide variety of sources (e.g. literature, academic

debates, symposiums) and comprehend cultural connotations

Reading

• can understand texts from a wide variety of sources (e.g. editorials, academic papers,

literary texts)

• can adjust reading strategies effectively when encountering different types of texts

Writing

• can express themselves with precision and clarity

• can effectively carry out in-depth investigations into most subjects

• can write with a logically-organized structure and demonstrate sophisticated rhetorical skills

Speaking

• can express themselves in correct and fluent English in most situations

• can effectively use discourse strategies

• can appropriately use cultural knowledge and idiomatic expressions

AdvancedSkill Description

Listening• can understand conversations on all sorts of topics

• can understand professional lectures, speeches, and news reports

Reading

• can read written English from different sources, including magazines, newspapers, and

professional periodicals

• can employ different reading strategies according to various reading purposes

Writing

• can summarize articles on general and professional topics

• can write well-organized and coherent essays, with appropriate lexical and grammatical usage

• can express their opinions on a range of topics and discuss them in depth

Speaking• can participate in discussions on abstract topics or issues

• can fluently express their opinions about social issues

Level Descriptors 2322 Level Descriptors 2322

High-IntermediateSkill Description

Listening • can understand English conversations in social settings and workplaces• can grasp the general meaning of lectures, news reports, and TV/radio programs

Reading • can read different types of articles on concrete and abstract topics• can read work-related documents

Writing • can write about topics related to daily life• can write about personal viewpoints on current events

Speaking• can express their opinions on topics they are interested in• can express their personal thoughts and opinions in social settings and workplaces without

much difficulty

IntermediateSkill Description

Listening • can understand general English conversations in daily life situations • can grasp the general meaning of announcements, advertisements, and broadcasts

Reading • can read stories and news articles on familiar or concrete topics • can read personal letters

Writing • can use simple English to write feedback and comments• can write about their own experiences or about topics with which they are familiar

Speaking • can make inquiries and conduct conversations on daily life topics• can discuss or describe personal experiences in general

ElementarySkill Description

Listening • can understand simple English sentences, short conversations, and stories

Reading • can understand simple written English related to daily life• can read simple short passages, stories, letters, and frequently used signs

Writing • can write simple sentences and paragraphs

Speaking • can read aloud simple passages and give a simple self-introduction• can engage in simple dialogue in situations with which they are familiar

v Test Format & StructureEach of the five GEPT levels incorporates listening, reading, writing, and speaking components and is

administered in two stages, except for the Superior Level, which is an integrated test and is administered

upon request.

GEPT Module Task types

Superior

Integrated writing

A 750-word essay based on a 10-15 min. multimedia program and a 3,000-word article

Integrated speaking Face-to-face presentation; follow-up questions & answers

Advanced

Listening Short conversations & talks; long conversations; long talks

Reading Careful reading; skimming & scanning

Writing Two 250-word essays based on two articles and two charts

Speaking Face-to-face interview (warm-up questions; discussion; presentation)

High-Intermediate

Listening Answering questions; conversations; short talks

Reading Sentence completion; cloze; reading comprehension

Writing Chinese-English translation; guided writing

Speaking Answering questions; picture description; discussion

Intermediate

Listening Picture description; answering questions; conversations

Reading Sentence completion; cloze; reading comprehension

Writing Chinese-English translation; guided writing

Speaking Reading aloud; answering questions; picture description

Elementary

Listening Picture description; answering questions; conversations; short talks

Reading Sentence completion; cloze; reading comprehension

Writing Sentence writing; paragraph writing

Speaking Repeating; reading aloud; answering questions

Overview and Examples24

At both the Advanced and the High-Intermediate levels, the GEPT is gaining recognition from universities around the world. A clear overview of tasks from the Advanced Reading, Advanced Writing, High-Intermediate Listening, and High-Intermediate Speaking tests together with examples is provided here.

v Example of Advanced Reading Task

In this section of the test, the three-way multiple matching task consists of three passages on the same topic with eight questions altogether. Candidates employ their expeditious reading skills to scan the texts for specific information. For publication purposes, the texts and questions presented here have been shortened to approximately one-third of their original length.

First read the following questions.

A= TDC; B= ZD; C= CMC1. Which dance company performs works that inspire comparison with musical compositions? (B)2. Which dance company integrates the use of objects into its performances? (A)3. Which dance company has a director who takes an active role in other organizations? (C)

Now scan the three passages to find answers to the questions.

Passage A Thodos Dance Chicago (TDC)

Thodos Dance Chicago (TDC), originally known as Melissa Thodos and Dancers, was founded by Melissa Thodos in 1992. Ms. Thodos, who was trained in both classical and modern dance, as well as gymnastics, has been active for over twenty years in Chicago as a dancer and choreographer. TDC is known for the use of props in its performances, including balls, hoops, chairs, and multi-level platforms. TDC regularly cooperates in performances with the Joffrey Ballet and the Hubbard Street Dance Company....

Passage BZephyr Dance (ZD)

Zephyr Dance (ZD), composed solely of women, was founded by Michelle Kranicke in 1989. She remains its artistic director and has choreographed over twenty-five dances for Zephyr and other dance companies. ZD's performances are known for their athleticism and subdued elegance, and have been compared to symphonic orchestral music in their structure and emotional power. The company is in residence at the Holstein Park Auditorium, located at 2200 N. Oakley, in Chicago's Bucktown district....

Passage CChicago Moving Company (CMC)

The Chicago Moving Company (CMC), one of Chicago's most respected modern dance companies, was founded in 1972 by Nana Shineflug, who remains the group's artistic director. Shineflug has received prestigious choreographic grants and awards, continues to teach classes through the CMC, and promotes dance and the performing arts through her association with Links Hall and as a curator at the Chicago Field Museum. The CMC is known for the bold and vigorous energy of its abstract dances....

Overview and Examples

25

GEPT Advanced Reading

General Description

Test format The test contains two parts, Part 1: Careful Reading and Part 2: Skimming & Scanning.

Timing 1 hour 10 minutes in total

No. of questions 40 questions in total

Answer format Part 1: multiple choice; short answer; summary completionPart 2: heading matching; three-way multiple matching

Weighting Each answer receives equal marks; 120 marks in total.

Part 1 Part 2

Task type Careful Reading Skimming & Scanning

Task focus To assess whether candidates can grasp the main ideas and important details; understand contextual features and structure; and make inferences through careful reading.

To assess whether candidates can quickly grasp the main ideas of the texts and find specific information by scanning them.

Format This part consists of four texts. Each of the first three texts is followed by several related short-answer and multiple-choice questions. After reading the fourth text, candidates are asked to fill in gaps in a summary passage.

This part consists of three sections. In each of the first two sections, candidates are given a bank of possible headings from which to choose the appropriate heading for each paragraph of the text. The third section consists of three short passages. Candidates scan them to find the answers to eight questions.

No. of questions 20 20

Length of input material Approximately 3,000 words Approximately 2,500 words

Timing 50 minutes 20 minutes

27Overview and Examples26

v Example of Advanced Writing TaskIn this part of the test, candidates write an essay entitled "Should Endangered Languages Be Saved from Extinction?" in which they summarize the main points of the two texts presented below and provide their personal opinions. For publication purposes, the texts have been shortened here to approximately half of their original length.

Save Endangered Languages Before It's Too LateIn Taiwan and many other countries, some languages used by indigenous peoples are expected to disappear in the coming decades. In particular, the language of the Thao people, who live in the mountains near Sun Moon Lake, is presently spoken by only a few tribal elders. In fact, it has been estimated that of the approximately 6,800 human languages spoken in the world, fully 90% of them are no longer used for intergenerational communication and may soon fall out of use entirely. It would be a tragedy if these endangered languages were never heard again.

The first reason to preserve endangered languages is that language, apart from its practical use as a tool of communication, is also a means of cultural transmission. When a language fades away, the cultural values that are associated with it lose their relevance for the younger generations. Jacob Fishman, a noted expert on endangered languages, writes in his 1991 work, Reversing Language Shift, that "the destruction of a language is the destruction of a rooted identity." He argues that the loss of a culture leads to the extermination of self-worth in a society, intensifying problems of poverty, school drop-out rates, drug and alcohol abuse, and even suicide. By encouraging the study and use of ancestral languages, such consequences can be avoided....

Languages Don't Need Saving; People DoThere are currently more than 6,000 human languages in use, and some linguists have estimated that up to 90% of those will soon die out. Is this a bad thing? Not necessarily. Language is a tool of communication. When people decide to adopt a new language, they do so to increase their ability to communicate with others. From a purely practical point of view, we need not be concerned about saving endangered languages.

While some people suggest the preservation of a dying language can maintain the continuation of a cultural identity, the use of a language is not a primary and indispensable requirement for the survival of a group. As an example, although the Jewish people in the United States have lost the use of Hebrew or Yiddish as a language of communication among themselves, they still retain an identity with their adherence to certain religious and social customs. Moreover, they are aided in their continuation of these customs by their economic power, which is based on their high level of educational achievement, which in turn is based on their ability to use English fluently....

GEPT Advanced Writing

General Description

Test format The test contains two parts. In Part 1, candidates are required to read two articles and then write an essay. In Part 2, candidates need to interpret two charts before writing a persuasive letter.

Timing 1 hour 45 minutes in total

Input material All of the instructions, requirements, and inputs are printed in a test booklet.

Answer format Candidates may choose, upon registering for the test, to write their responses on paper or type them on a computer.

Scoring criteria Candidates’ responses are scored according to four criteria: relevance and adequacy; coherence and organization; lexical use; grammatical use.

Passing standard 3 or above out of 5 in each of the four criteria

Part 1 Part 2

Task focus Summarizing, evaluating, and expressing opinions.

Extracting information, discussing causes, and making recommendations.

Input material Textual: two articles, each approximately 400 words long, written in an editorial style similar to that found in newspapers and magazines, and offering contrasting opinions on one topic.

Non-textual: two charts, graphs, or tables providing different but related information on one topic.

No. of tasks 1 1

Length of response 250 words 250 words

Timing 60 minutes 45 minutes

29Overview and Examples28

v Example of High-Intermediate Listening Task

In Part 3 of the test, candidates first listen to a short talk before answering the following questions. For publication purposes, only two questions are presented here.

Candidates hear:

Scientists have known for many years that people produce chemicals in their bodies that attract mosquitoes. In the past, research suggested that certain individuals produced more of these chemicals than others did. Thus, they attracted more mosquitoes. A new study, however, points to a different explanation. Scientists in England have found that some

people produce additional chemicals that cover up the attractive ones. As a result, mosquitoes are not drawn to these people. The researchers have identified the masking chemicals and are planning to patent their discovery. They hope these chemicals will be used by manufacturers to make more effective lotions that people can put on their skin to avoid being bitten by mosquitoes.

Question number 1. What do listeners learn in this talk?

Question number 2. What does the speaker imply about the new discovery concerning mosquitoes?

Candidates read:

1. A. When mosquitoes are most active. B. Why mosquitoes are drawn to humans. C. How to avoid mosquito bites. D. Why mosquitoes are threatening to people.

(Answer: B)

2. A. It conflicts with previous research. B. It destroyed a scientist's career. C. It lacks supporting evidence. D. It may save many lives.

(Answer: A)

GEPT High-Intermediate Listening

General Description

Test format The test contains three parts. The recording of each conversation, talk, and question is heard once. Four options for each question are printed in a test booklet.

Timing Approximately 35 minutes in total

Discourse types Monologues: phone messages, advertisements, lectures, instructions, announcements, etc.Dialogues: conversations, discussions, interviews, etc.

Discourse length Approximately 3,100 words in total

Recording The speed of delivery is at a normal rate of speech for native English speakers. The instructions for each part are printed in the test booklet and given via the recording.

No. of questions 45 multiple-choice questions in total

Answer format Candidates indicate their answers by shading the corresponding letters on a separate answer sheet.

Weighting Each answer receives equal marks; 120 marks in total. Every answer sheet is machine scanned and rated.

Part 1 Part 2 Part 3

Task type Questions and responses Conversations Short talks

Task focus To assess whether candidates can understand a statement or a question and respond appropriately.

To assess whether candidates can grasp the main idea of each dialogue, identify specific information, make inferences, recognize the context, and understand the speaker’s attitude.

To assess whether candidates can grasp the main idea of the talks, identify specific information, make inferences, recognize the context, and understand the speaker’s attitude.

Format Candidates first hear a statement or a question and then choose the best response from four printed options.

Candidates first hear a conversation, followed by one comprehension question.

Candidates first hear a short talk, followed by two to four questions. There are a total of six talks.

No. of questions 15 15 15

v Example of GEPT Score Report and CertificatesBelow are shown a sample GEPT High-Intermediate Score Report and sample Certificates of General

English Proficiency for the High-Intermediate and Advanced Levels. Test-takers who pass Listening and

Reading of a GEPT level can apply for a Certification of Achievement. Those who also pass Speaking and

Writing will automatically receive both a score report and a Certificate of General English Proficiency.

31Overview and Examples30

GEPT High-Intermediate Speaking

v Example of High-Intermediate Speaking TaskIn Part 3 of the test, candidates read:According to a recent survey conducted in Taiwan, on average, a typical person reads only four books per year. This is below the national averages of countries such as the U.S.A. or Japan. What is your view of this finding? Please explain.

General DescriptionTest format The test contains three parts. Test questions are pre-recorded and delivered via a

headset and/or printed on a test paper.Timing Approximately 20 minutes in total

Recording The speed of delivery is at a normal rate of speech for native English speakers. The instructions for each part are printed on the test paper and given via the recording.

No. of tasks 10Answer format Candidates record their spoken answers via the headset. Each candidate's response

is saved as a digital file or on cassette.Scoring criteria Candidates are assessed on the language use as well as the relevance and

fluency of their responses, and they are given a global score based on their overall performance.

Passing standard A score of 4 or above on a scale of 5Part 1 Part 2 Part 3

Task type Answering questions Picture description DiscussionTask focus To assess whether

candidates can interact promptly with a degree of fluency on general topics.

To assess whether candidates can describe a variety of subjects, express opinions, and give clear, detailed descriptions based on a colored photo printed on the test paper.

To assess whether candidates can give systematically developed presentations with relevant details on a topical issue.

Format Candidates first hear a statement or a question and then immediately record their spoken response.

Candidates first look at a photo on the test paper, think about the questions printed below it for 30 seconds, and then record their answers for 1.5 minutes. The photo is followed by five related questions.

Candidates first read the printed discussion topic, organize their thoughts for 1.5 minutes, and then record their answer for 1.5 minutes.

No. of tasks 8 1 1

The GEPT Advantage32

The GEPT◆ Is the most widely taken English test in Taiwan.

◆ Covers the four language skills that contribute to effective communication.

◆ Is recognized by leading academic institutions around the world.

◆ Maintains high quality through ongoing research by domestic and international

experts.

◆ Corresponds to the Common European Framework Reference levels, thus

providing a basis for describing proficiency levels.

Say Yes to GEPT◆ Gain a better understanding of your applicants' English proficiency.

◆ Provide students with an alternative way to qualify for enrollment in your

institution.

◆ Enhance your recruitment of qualified students from Taiwan.

Contact GEPT◆ To select the GEPT level that is appropriate for your applicants.

◆ To register your formal recognition of the GEPT.

◆ To promote your institution on LTTC and GEPT websites and offer more

Taiwanese students opportunities to acquire higher education.

The GEPT Advantage