Understand your English level

Sam Colley
Reading time: 4 minutes

Learning English as a second language is a journey that can be fun and tough. A key part of this journey is knowing your current skill level. The Global Scale of English (GSE) helps learners check their skills. The GSE is a scale from 10 to 90 that measures English ability. It gives clear information about what learners can do at each level. In this blog, we’ll look at how to find out your English level using GSE scores, levels, and "I can..." statements.

Why understanding your English level matters

You may wonder, ‘Why is it important for me to know my language level’? If you start studying without knowing your skill level, you might feel overwhelmed, frustrated, or find learning too easy and be put off or not make any learning progress.
Knowing your English level helps you in many ways, such as to:

  1. Set realistic goals: Tailor your learning objectives to your current abilities.
  2. Choose appropriate materials: Select books, courses, and resources that match your proficiency.
  3. Track progress: Measure improvement over time and stay motivated.

GSE levels and what they mean

The GSE levels range from Starter to Expert, each with specific "I can..." statements that describe what you should be able to do at that level. Here’s a breakdown of each level, along with some practical examples:

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GSE 10-19: Starter – CEFR <A1

At this level, you can use and understand a small number of words and phrases.

For example: You can say hello and introduce yourself. Simple phrases like "My name is John" or "How are you?" are within your grasp.

GSE 20-29: Beginner – CEFR <A1-A1

As a beginner, you can ask and answer simple questions, write short sentences, and share personal information.

For example: You can order food and drink in a simple way. For instance, you might say, "I would like a coffee, please," or "Where is the bathroom?"

GSE 30-39: Pre-intermediate – CEFR A2+

At this stage, you can talk about everyday topics and understand the main information in conversations.

For example: You can make a hotel reservation over the phone. You might say, "I need a room for two nights," or "Do you have free Wi-Fi?"

GSE 40-49: Intermediate – CEFR B1

Intermediate learners can share their opinions, explain their reasoning, and write longer texts, such as short essays.

For example: You can describe your weekend plans. For example, "This weekend, I am going to visit my grandparents and go hiking."

GSE 50-59: High Intermediate – CEFR B1+

At this level, you can lead and participate in conversations on familiar and unfamiliar topics, and write documents expressing opinion or fact, such as reports and articles.

For example: You can make a complaint. You might say, "I am not satisfied with the service because my order was incorrect."

GSE 60-69: Pre-advanced – CEFR B1-B2

Pre-advanced learners can speak more fluently about a broad range of topics and share detailed ideas and explanations in writing.

For example: You can understand a wide range of TV shows and films. For example, you can follow the plot and dialogue of a drama series without subtitles.

GSE 70-79: Advanced – CEFR B2+-C1

At the advanced level, you can speak fluently in personal, professional, and academic contexts and understand unfamiliar topics, even colloquialisms.

For example: You can make and understand jokes using word-play. For instance, you might understand a pun or a play on words in a conversation.

GSE 80-90: Expert – CEFR C1-C2

Expert learners can talk spontaneously, fluently, and precisely, read and write documents with ease, and understand spoken English in all contexts.

For example: You can participate in fast-paced conversations on complex topics. You might discuss global economic issues or debate philosophical ideas with ease.

Assessing your English proficiency

To accurately find out your GSE level, consider taking a standardized test that provides a GSE score. Many language schools and online platforms offer assessments specifically designed to measure your English proficiency according to the GSE framework or you could try the app Test of English (PTE) or app English International Certificate (PEIC).

Understanding yourself to improve your English study

Understanding your English level as an ESL learner is an essential step in mastering the language. Whether you're a beginner who can recognize simple greetings or an advanced learner who can understand complex arguments in newspaper articles, the GSE provides a clear pathway for your language learning journey so you can clearly see where you stand and what you need to work on next.

Read our blog posts ‘Learning a language while working full-time’ and ‘English conversation mistakes to avoid’

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    How English conversation works

    By Richard Cleeve

    English language teachers everywhere spend time and energy helping students practice their conversation skills. Some may ask whether conversation in English can actually be taught. And – if it can – what the rules might be.

    To explore these questions, we spoke to world-renowned . He is an Honorary Professor of Linguistics at the University of Bangor and has written more than 120 books on the subject.

    What makes a good conversation?

    “It’s very important that we put this everyday use of language under the microscope,” he says. He highlights three critical facets of conservation that we should bring into focus:

    • Fluency
    • Intelligibility
    • Appropriateness

    But all in all, he says that people should walk away from a conversation feeling like they’ve had a good chat.

    “For the most part, people want that kind of mutual respect, mutual opportunity, and have some sort of shared topic about which they feel comfortable – and these are the basics I think.”

    The rules of conversation

    There are plenty of ways you can teach learners to engage in a successful conversation – including how to speak informally, use intonation, and provide feedback. So let’s take a look at some of the key areas to focus on:

    1) Appropriateness

    Fluency and intelligibility are commonly covered in English language classes. But appropriateness can be more complicated to teach. When preparing to teach conversational appropriateness, we can look at it through two different lenses: subject matter and style:

    2) Subject matter

    “What subject matter is appropriate to use to get a conversation off the ground? There are cultural differences here,” he says. The weather is often a good icebreaker, since everyone is affected by it. The key is to find a common topic that all participants can understand and engage with.

    3) Style

    Teachers can also teach students about conversational style, focusing on how to make conversations more relaxed in English.

    There are “several areas of vocabulary and grammar – and pronunciation too, intonation for example – as well as body language, in which the informality of a conversation is expressed through quite traditional means,” says David. One example he offers is teaching students how to use contracted verb forms.

    4) Simultaneous feedback

    This is what makes a conversation tick. When we talk with someone, we let them know we’re listening by giving them feedback. We say things like “really” or “huh” and use body language like facial expressions and gestures.

    Of course, these feedback noises and expressions can be taught. But they won’t necessarily be new to students. English learners do the same when speaking their own language, anyway.

    Keep in mind though, that when it comes to speaking online on video conferencing platforms, it’s not easy to give this type of simultaneous feedback. People’s microphones might be on mute or there might be a delay, which makes reacting in conversations awkward. So, says David, this means online conversations become much more like monologues.

    5) Uptalk and accents

    Uptalk is when a person declares something in a sentence, but raises their intonation at the end. For English learners, it might sound like someone is asking a question.

    Here’s an example:

    • “I live in Holyhead” said in a flat tone – this is a statement.
    • “I live in Holyhead” said using uptalk – you are stating you live here, but recognize that someone else might not know where it is.

    Now, should teachers teach uptalk? David says yes. For one, it’s fashionable to speak this way – and it can be confusing for English learners if they don’t understand why it’s being used in a conversation.

    “The other thing is that we are dealing here with a genuine change in the language. One of the biggest problems for all language teachers is to keep up to date with language changes. And language change can be very fast and is at the moment,” he says.

    When it comes to accents, David is a fan. “It’s like being in a garden of flowers. Enjoy all the linguistic flowers,” he says, “That’s the beauty of language, its diversity”.