Whether you're hiring new talent or upskilling your current team, understanding the level of English proficiency required for specific roles is crucial. In today's global business environment, effective communication is key to success, and that's where the Global Scale of English (GSE) comes into play.
Play
The GSE is a simple, yet powerful tool designed to assess reading, writing, listening and speaking skills with precision and accuracy. Backed by extensive research and development, the GSE provides HR managers with a reliable standard for measuring English proficiency across the globe. This standardized scale enables employers to set clear benchmarks for specific roles, gain insights into employee skills and foster professional growth through personalized learning pathways.
The development and validation of the GSE involved input from language experts and was supported by in-depth research, ensuring its relevance and applicability in the corporate world. By fast-tracking progress and building confidence, the GSE is an invaluable asset for any organization looking to optimize language skills within their workforce.
When it comes to determining the appropriate level of English proficiency for your employees, GSE Job Profiles are an essential resource. This tool maps English skills to over 1300 roles, helping you to:
With the GSE Job Profiles, you can confidently establish the English proficiency needed for your organization's success.
Assessing the English proficiency of your employees is a critical step in managing your team's skillset. Using a test like Versant by app, you can measure individual proficiency levels with ease and accuracy. Versant by app tests are designed to provide detailed insights into an individual's language abilities, enabling you to make informed decisions about hiring and training.
To effectively interpret the results of English proficiency tests, it's essential to be familiar with general adult descriptors. These descriptors offer a framework for understanding the different levels of proficiency, helping you align scores with the communication needs of your organization.
The following table breaks down the GSE levels:
GSE Score |
GSE Level |
You can... |
| GSE 10-19 | Starter | You can use and understand a small number of words and phrases related to the workplace. For example, you can greet customers and introduce yourself. |
| GSE 20-29 | Beginner | You can ask and answer simple questions, write short sentences and share simple workplace information. For example, you can follow simple instructions to carry out a work-related task. |
| GSE 30-39 | Pre-intermediate | You can talk about everyday workplace topics and understand the main information in conversations. For example, you can make simple work-related calls. |
| GSE 40-49 | Intermediate | You can share your opinions, explain your reasoning and write longer texts, such as short business reports. You can also write a CV/resume. |
| GSE 50-59 | High-intermediate | You can lead and participate in conversations and give presentations on familiar and unfamiliar topics, and write documents expressing opinion or fact, such as project reports and articles. |
| GSE 60-69 | Pre-Advanced | You're beginning to speak more fluently about a broad range of work-related topics and share your detailed ideas and explanations in professional written communications. For example, you can talk about your professional background. |
| GSE 70-79 | Advanced | You can speak fluently in personal, professional and academic contexts and understand unfamiliar topics, even colloquialisms. For example, you can use motivational language to encourage other employees. |
| GSE 80-90 | Expert | You can talk spontaneously, fluently and precisely, read and write documents with ease and understand spoken English in all contexts, including leading technical discussions and complex negotations. |
Once you've assessed proficiency levels, the next step is to enhance your employees' English skills. is a leading language learning platform that offers interactive courses tailored to meet diverse learning needs. Your team can improve their language abilities at their own pace, building confidence and enhancing their overall communication skills.
Ready to optimize your team's English proficiency? Explore our GSE Job Profiles and discover how the GSE, Versant by app and Mondly by app can transform your organization's communication capabilities. Together, we can develop a strategy to elevate your workforce and ensure your company's success in the global market.
Read our posts 'Target employees’ English language upskilling with the GSE Job Profiles' and 'Craft the perfect job description: Ensure your candidates have the right English proficiency' to learn more about GSE Job Profiles can help your organization.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about Englishthat you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”
A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
Subrasays: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
Kirsty Murray taught English for a year at a collège (the French equivalent of a secondary school) in Villers-Cotterêts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.
