http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT.htm

The General English Proficiency Test

Offering Insight intoLearners' English Ability

The Language Training & Testing Center

No. 170, Sec. 2, Xinhai Rd., Da’an Dist., Taipei 10663, Taiwan (R.O.C.)

Tel.: +886-2-2362-6385 ext. 609

Fax: +886-2-2364-6367

E-mail: gept@lttc.ntu.edu.tw

© LTTC 2013

1

ContentsLTTC-GEPT 2

Recognition 6

Standards of Quality 10

GEPT-CEFR Alignment 15

Level Descriptors 16

Overview and Examples 20

The GEPT Advantage 28

LTTC-GEPT 32

v About 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

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.

preparation materials, carrying out a wide range of 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 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, the GEPT has reliably tested the

English proficiency of over 5.5 million test-takers.

The test is not only administered at over 100

different venues in Taiwan’s major cities, but also

on the outlying islands of Penghu, Kinmen, and

Matsu, thus allowing 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 or 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 5.5 Million Test-TakersThe GEPT has received wide recognition since it

was launched in the year 2000. As of June 2013,

over 5.5 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.

Whereas, 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 and are used

as a qualification for career advancement. For

instance:

u the Central Personnel Administration of the

Executive Yuan acknowledges the GEPT as a

criterion for the promotion of civil servants;

u the MOE considers the GEPT a reference for

selecting candidates for government scholarships

for overseas study;

u the GEPT is used by many private enterprises

and government agencies, such as the Taipei

Rapid Transit Corporation, the Taiwan Academy

of Banking and Finance, NXP Semiconductors,

China Airlines, and Eva Air, to evaluate the

English abilities 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 is reaching out to internat ional

communit ies and has achieved remarkable

success:

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 International programs offered by various

universities in Taiwan, such as National Taiwan

"The GEPT is the most widely taken English proficiency exam in Taiwan. It is well-aligned with internationally recognized English proficiency benchmarks and one of the best tools to evaluate the English ability of applicants from Taiwan."

— Professor Chu Ren Huang, Dean, Faculty of Humanities, The Hong Kong Polytechnic University

University and National Taiwan Normal University,

now recognize the GEPT as a reliable means of

measuring applicants' English language ability.

u The GEPT has been administered in China since

2010.

u Prestigious universities around the world now

admit Taiwanese students to degree, exchange,

or summer programs based on their GEPT

scores.

"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, Dean, 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 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 five renowned scholars

in the field of language testing, Prof. Charles

Alderson (Lancaster University, UK), Prof. Lyle F.

Bachman (University of California, Los Angeles,

U.S.), Prof. Antony Kunnan (California State

University, Los Angeles, U.S.), Prof. Tim McNamara

(University of Melbourne, Australia), and Prof. Cyril

J. Weir (University of Bedfordshire, UK), to advise

the GEPT research and development team in the

capacity of consultant.

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 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 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, funded

by the 2011-2012 Research Grants, have been

completed and are now available at www.lttc.ntu.

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

v Perspectives from Scholars of Language Assessment and Evaluation

"The GEPT has set a very high standard for quality in English language tests, and the ongoing research and development that the LTTC conducts to assure the continued excellence of the GEPT is exemplary."

— Professor Lyle F. Bachman, University of California, Los Angeles, U.S.

“The GEPT research program is an excellent research activity for two main reasons. Firstly, it enables the LTTC to gather research evidence in support of the claims regarding the GEPT. Secondly, it encourages language assessment researchers from around the world to examine the GEPT from different research perspectives. Both of these activities will contribute to new knowledge regarding language assessment in Taiwan."

— Professor Antony John Kunnan, California State University, Los Angeles, U.S.

"The LTTC, which is a relatively young institution, is refreshingly open to change, where this is justified on the research evidence available. For instance, at the advanced levels, in addition to “careful reading,” “expeditious reading” is an important part of the construct of reading comprehension. Unfortunately traditional reading comprehension tests tend to focus only on “careful reading.” It is thus a positive development that the reading comprehension tests of the GEPT Advanced Level value both parts of the reading construct in equal measure."

— Professor Cyril J. Weir, University of Bedfordshire, UK

Standards of Quality 1312

"Dr. Tineke Brunfaut and I were awarded an LTTC-GEPT research grant in 2012. Using this grant, we are currently conducting 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 v Research HighlightsThe GEPT is intended to serve as a fair and reliable testing system for EFL learners in Taiwan; therefore,

numerous GEPT-related studies have been conducted. A number of these studies were published as

technical monographs and others as refereed articles in books and journals. Listed below are some of the

most recent publications, addressing three broad areas: history, validity, and impact.

Complete and more up-to-date information about the GEPT research publications may be found at http://

www.lttc.ntu.edu.tw/thesis.htm.

HistoryWu, J. (2012). GEPT and English Teaching and Testing in Taiwan. Language Assessment Quarterly, 9 (1),

11-25.

ValidityWu, J., & Ma, T. M. (2013). Investigating Rating Processes in an EAP Writing Test: Insights into Scoring

Validity. Paper presented at the 35th Annual Language Testing Research Colloquium, Seoul, Korea.

Weir, C. J., Chan, S. H. C., & Nakatsuhara, F. (2013). Examining the Criterion-Related Validity of the GEPT

Advanced Reading and Writing Tests: Comparing GEPT with IELTS and Real-Life Academic

Performance. LTTC-GEPT Research Reports RG-01. Taipei: The Language Training and Testing Center.

Wu, J., & Wu, R. Y. F. (2012). Parallel-Forms Reliability of the GEPT Speaking Test. Paper presented at the

14th Academic Forum of English Language Testing in Asia, Xian, China.

Wu, R. Y. F. (2011). Establishing the Validity of the General English Proficiency Test Reading Component

through a Critical Evaluation on Alignment with the Common European Framework of Reference.

Unpublished doctoral thesis, University of Bedfordshire, UK.

Shih, A., & Ma, M. (2011). Profiling EFL Learners' Writing Performance by Syntactic Complexity—a Corpus–

Based Study. In Y. Tono, Y. Kawaguchi, & M. Minegishi (Eds.), Developmental and Crosslinguistic

Perspectives in Learner Corpus Research (pp. 125-138). Amsterdam/ Philadelphia: John Benjamin

Publishing Company.

ImpactWu, J. (2008). Views of Taiwanese Students and Teachers on English Language Testing. Research Notes,

34, 6-9.

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. (2011). Establishing the validity of the General English Proficiency Test reading component through a critical evaluation on alignment with the Common European Framework of Reference. Unpublished doctoral thesis, University of Bedfordshire.

GEPT–CEFR AlignmentTo 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.

Standards of Quality 1514

Professor Tim McNamara gives a lecture entitled "Testing English for Occupational Purposes: The Case of Health Professionals" in 2009.

Professor John M. Swales gives a talk entitled "Features of American Academic Speech and Their Implications for EAP" at the 2013 LTTC Symposium: EAP in Global Higher Education.

Professor John Charles Alderson holds a workshop entitled "Diagnosis of English Reading and Listening Ability" for researchers at the LTTC in 2011.

Professor Stephen Bax holds a workshop on "Analyzing Cognitive Processes in Reading Tests through Eye-tracking Technology" in 2012.

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., UK, and Australia.

Level Descriptors 1716

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 15 .

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 1918 Level Descriptors 1918

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

1st stageListening Short conversations & talks; long conversations; long talks

Reading Careful reading; skimming & scanning

2nd stage

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

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

High-Intermediate

1st stageListening Answering questions; conversations; short talks

Reading Sentence completion; cloze; reading comprehension

2nd stageWriting Chinese-English translation; guided writing

Speaking Answering questions; picture description; discussion

Intermediate

1st stageListening Picture description; answering questions; conversations

Reading Sentence completion; cloze; reading comprehension

2nd stageWriting Chinese-English translation; guided writing

Speaking Reading aloud; answering questions; picture description

Elementary

1st stageListening Picture description; answering questions; conversations; short

talks

Reading Sentence completion; cloze; reading comprehension

2nd stageWriting Sentence writing; paragraph writing

Speaking Repeating; reading aloud; answering questions

Overview and Examples20

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

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

21

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 completion.Part 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

23Overview and Examples22

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 of 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

25Overview and Examples24

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 both stages of a

GEPT level will receive a score report and be awarded a certificate.

27Overview and Examples26

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 Advantage28

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