In Japan, the total number of test takers per year (estimated): About 1.02 million

  • Estimated number of junior/senior high school GTEC examinees
  • April 2017 - March 2018 (estimate)

In Japan, the number of schools taking GTEC per year (estimated) : About 1,850

  • Estimated number of junior/senior high schools
  • Out of some 5,000 high schools & integrated junior/senior high schools
  • April 2017 - March 2018 (estimate)

Official scores can be used for university entrance criteria

Official GTEC scores are used for general entrance examinations, entrance tests by commendation and admission office entrance exams at many universities and junior colleges. Refer to entrance exam guidelines and other related documents of each university and junior college as for the latest information on the use of GTEC.

394 schools

See the list of universities and colleges accepting GTEC in the United States and Canada. link

1. Overview of GTEC tests

GTEC has four types of tests available: CBT/Advanced/Basic/Core.

Measurable range of each test type (CEFR levels)

  • Can comprehensively gauge CEFR levels ranging from A1 to C1. Measurable levels differ according to GTEC test types (refer to the chart below).
  • Can gauge scores in line with a single axis of evaluation whichever type of test (CBT/Advanced/Basic/Core) students may take (starting in academic year 2018).

Test overview

  • If any one of the Advanced/Basic/Core tests is taken on the Official Test date, an “OFFICIAL SCORE” is printed on the surface of each examinee’s score report.
  • If any one of the Advanced/Basic/Core tests is taken on a day other than on the Official Test date, the score is not certified as “OFFICIAL SCORE.”
  • The CBT test cannot be taken on a day other than on the Official Test date.
  • The CBT test cannot be taken only for the three skills of reading, listening & writing.

Core Basic Advanced CBT
Test type Paper-based test with Tablet (for Speaking test) Computer-based test
Test time READING 32 min.
LISTENING about 18 min.
WRITING 20 min.
SPEAKING about 25 min.
TOTAL about 95 min.
(about 70 min. when sitting for R,L, W only)
READING 45 min.
LISTENING about 25 min.
WRITING 20 min.
SPEAKING about 25 min.
TOTAL about 115 min.
(about 90 min. when sitting for R,L, W only)
READING about 55 min.
LISTENING about 35 min.
WRITING about 65 min.
SPEAKING about 20 min.
TOTAL about 175 min.
(Time differs according to examinees due to computer-based tests)
Upper-limit score Official score for 4 skills (R, L, W, S) READING 210
LISTENING 210
WRITING 210
SPEAKING 210
TOTAL 840
READING 270
LISTENING 270
WRITING 270
SPEAKING 270
TOTAL 1080
READING 320
LISTENING 320
WRITING 320
SPEAKING 320
TOTAL 1280
READING 350
LISTENING 350
WRITING 350
SPEAKING 350
TOTAL 1400
Yardstick for difficulty level of vocabulary Vocabulary level of textbooks for junior high school 1st - 2nd graders Vocabulary level of textbooks for junior high school 1st - 3rd graders Vocabulary level of textbooks for mandatory English subjects at senior high schools Vocabulary level of textbooks for mandatory English subjects at senior high schools & questions including contents that exceed the above vocabulary range

GTEC score & CEFR level comparison table

CEFR Level can-do statements GTEC(4 skills) official score
C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

1350~
1400
B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

1190~
1349
B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

960~
1189
A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

690~
959
A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

270~
689
Pre-A1 0~
269

2. GTEC new score report

You can confirm the GTEC score on each of the four skills and the comparable CEFR level, which can be used for university entrance criteria.

Sample of GTEC’s official score certificate (4-skill version)

Sample of GTEC’s official score certificate of CBT type

Sample of GTEC’s official score certificate (4-skill version)

Sample of GTEC’s official score certificate of CBT type

* Both images are for illustration purposes and may differ from actual ones.

On the official score certificate of GTEC (4-skill version)/GTEC CBT type, you can confirm the comparable CEFR level of each skill in addition to GTEC scores.

Effective from the July 2018 round, the Advanced, Basic, Core types and the CBT type, different from each other previously in score range terms, will have a common score range, enabling examinees of any of the four types to confirm their English abilities using the same score-and-level comparison table.

3.Contents of questions

Tryal GTEC CBT type

※This content can only be accessed from a PC.

READING


Core Basic Advanced CBT
Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes)
Contents 28 32 36 45 43 45 about40 about55
A:Vocabulary and usage 10 5 12 6 14 7 - -
B:Searching for information and outline-grasping 10 12 12 14 14 14
C:Understanding key details 8 15 12 25 15 24
Number of questions Core Basic Advanced CBT
Contents 28 36 43 about40
A:Vocabulary and usage 10 12 14 -
B:Searching for information and 10 12 14
C:Understanding key details 8 12 15
Duration
(minutes)
Core Basic Advanced CBT
Contents 32 45 45 about55
A:Vocabulary and usage 5 6 7 -
B:Searching for information and 12 14 14
C:Understanding key details 15 25 24
Core Basic Advanced

Characteristics of questions

In this part of the test, there are 10 reading passages, six of which resemble articles,and four that resemble other materials from daily life. Select the best answer to each question from the four options that are provided.
  • Gauge English reading skill multilaterally
  • Speed-reading skill focuses on information search and outline-grasping abilities
  • Real English materials written by English language speakers living abroad

Sample question Part B Information search-related question

Reading
If you wanted to fined a new summer look, which article would you read?
  • [A] What's New in Town.
  • [B] Advise me, Vicky.
  • [C] Hot Stuff.
  • [D] Top 10 CDs.
If you wanted to chance to get a popular CD on this month's chart for free, what should you do?
  • [A] Answer the online survey.
  • [B] Call 123-555-0021.
  • [C] Send an e-mail to advice@me2u.com.
  • [D] Send a postcard to the magazine.
KEY POINT
Gauge ability to extract necessary information in a short time (information search ability) vis-à-vis the theme of a given English material.
Comment on the question
This is a question designed to gauge ability to extract necessary information in a short time regarding the theme of a given English passage.
CBT

Characteristics of questions

Gauge “reading skill” through questions on information found in student life, lecture contents, etc.

Sample question

Reading
KEY POINT
A question which students will likely come across in an actual academic scene
Using an instruction on a term-end project distributed during class at a university lecture, this question focuses on the ability to “extract specific information from a simple text such as a letter, a pamphlet and a short newspaper article on crime,” equivalent to the A2 level of CEFR. It gauges ability to find necessary information and understand it.
Comment on the question
The question assumes that a professor gave each student a handout on information (such as a report submission deadline and contents) regarding a term-end project during class at a university. It gauges ability to understand such details correctly.

LISTENING


Core Basic Advanced CBT
Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes)
Contents 32 18 40 25 40 25 about40 about35
A:Explaining pictures and illustrations 8 4 10 6 10 6 - -
B:Responding appropriately during a conversation 8 4 10 5 10 5
C:Solving problems 8 5 10 8 10 8
D:Understanding key details 8 5 10 6 10 6
Number of questions Core Basic Advanced CBT
Contents 32 40 40 about40
A:Explaining pictures and illustrations 8 10 10 -
B:Responding appropriately during a conversation 8 10 10
C:solving problems 8 10 10
D:Understanding key details 8 10 10
Duration
(minutes)
Core Basic Advanced CBT
Contents 18 25 25 about35
A:Explaining pictures and illustrations 4 6 6 -
B:Responding appropriately during a conversation 4 5 5
C:solving problems 5 8 8
D:Understanding key details 5 6 6
Core Basic Advanced

Characteristics of questions

  • Questions that gauge ability of practical communication
  • Multilaterally gauge listening skill, including quick response, information selection and understanding of key points
  • Set questions involving a task that can be used in an actual scene or situation.

Sample question Part C Task-achieving question

In this part of the test, each item contains a situation followed by a pair of dialogues or monologues. There is a question for each dialogue and monologue. There are four options that are presented in an illustrated form. Select the best answer to the question.
Listening
Script
M: Is the roast chicken good?
F: You wouldn’t like it. The spaghetti here is popular. You should try it.
M: OK. Does it have beef in it?
F: No, don’t worry. Let’s see... I’ll have the soup.
What will you have for dinner?
  • [A] A
  • [B] B
  • [C] C
  • [D] D
KEY POINT
Ability to achieve a task set in the relevant scene, based on a situation given in Japanese beforehand and on audiovisual information
Comment on the question
Set in the question is a specific scene such as “during homestay” and “a verbal exchange with a student from abroad staying for study.” Can have hands-on experience close to an exchange in English in a family where one takes action after being given instructions in English.
CBT

Characteristics of questions

Set in scenes of conversations and lectures in a student life, questions are intended to gauge the “skill to listen” to information necessary to achieve tasks.

Sample question

KEY POINT
Academic topic & question in line with relevant situation
Using a presentation assumed to be made during class at a university, the question focuses on the ability to “understand a presentation on a familiar theme and content within one’s own specialty range if the presentation is succinct and has a clear structure.” Gauged is ability to understand the intent of what is spoken and the details of the information.
Comment on the question
The question assumes that two students make a presentation on the content of research, its method, results, etc. in connection with their joint research project. It thus gauges ability to understand the presentation in an academic scene.
Listening CBT

WRITING


Core Basic Advanced CBT
Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes)
Contents 1 20 1 20 1 20 6 65
Number of questions Core Basic Advanced CBT
Contents 1 1 1 6
Duration
(minutes)
Core Basic Advanced CBT
Contents 20 20 20 65
CBT

Characteristics of questions

“Writing skill” gauged multilaterally by a variety of questions

Composition


Part Question No. of questions Testing time Grading standards
1 Completing a questionnaire Read a given English text and the situation set,then write sentences matching given conditions 1 part (4 questions) 4 minutes If sentences matching given conditions are written
2 Writing an e-mail Read the situation set,then write an e-mail matching given conditions 3 questions 21 minutes
  • If an e-mail matching given conditions is written
3 Writing an essay
  • Describe one's own opinion and reasons for thinking so on the basis of statistical data,etc.
  • Describe one's own opinion about a given topic while taking in others' thoughts,etc.
2 questions 40 minutes
  • If one's own opinion is written
  • If reasons supporting one's own opinion are written
  • Command of language
  • Coherence of reasoning

1 2 3
Part Completing a questionnaire Writing an e-mail Writing an essay
Question Read a given English text and the situation set,then write sentences matching given conditions Read the situation set,then write an e-mail matching given conditions
  • Describe one's own opinion and reasons for thinking so on the basis of statistical data,etc.
  • Describe one's own opinion about a given topic while taking in others' thoughts,etc.
No. of questions 1 part (4 questions) 3 questions 2 questions
Testing time 4 minutes 21 minutes 40 minutes
Grading standards If sentences matching given conditions are written
  • If an e-mail matching given conditions is written
  • If one's own opinion is written
  • If reasons supporting one's own opinion are written
  • Command of language
  • Coherence of reasoning

Sample question Part 3

Writing
KEY POINT
Question assuming a scene where an essay is written on the basis of data, external opinions, etc.
Gauge ability to write an essay with the use of data, focusing on the “ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information” (CEFR B1 level).

Comment on the question

The question assumes that a professor provides data showing the situation of garbage volume and recycling, both challenging issues in our real society, during a university lecture and have students write a short essay each explaining the problem. It gauges the ability to grasp data and express them in writing.

SPEAKING


Core Basic Advanced CBT
Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes) Number of questions Duration (minutes)
Contents 12 25 12 25 12 25 7 20
Number of questions Core Basic Advanced CBT
Contents 12 12 12 7
Duration
(minutes)
Core Basic Advanced CBT
Contents 25 25 25 20
CBT

Characteristics of questions

“Speaking skill” gauged broadly ranging from ability to respond in conversation to ability to express one’s opinion

Composition


Part Question No.ofquestions Testing time Grading standards
1 Listening & responding Respond to a question prompty and property 1 part (6 questions) 2 minutes If an adequate response is made in line with the intent of a question
2 Delivering & asking for information Sort out and explain information obtained from websites,etc.and pose a question from oneself 3 questions 6 minutes If description/questioning based on contents are made in a manner communicabale to listeners
3 Expressing your opinion
  • Describe one's own opinion about a given topic on the basis of one's thought experience,etc.
  • Respond promptly to questions from others
3 questions 12 minutes
  • If one's own opinion is described
  • If reasons supporting one's own opinion are added
  • Fluency

1 2 3
Part Listening & responding Delivering & asking for information Expressing your opinion
Question Respond to a question prompty and property Sort out and explain information obtained from websites,etc.and pose a question from oneself
  • Describe one's own opinion about a given topic on the basis of one's thought experience,etc.
  • Respond promptly to questions from others
No.ofquestions 1 part (6 questions) 3 questions 3 questions
Testing time 2 minutes 6 minutes 12 minutes
Grading standards If an adequate response is made in line with the intent of a question If description/questioning based on contents are made in a manner communicabale to listeners
  • If one's own opinion is described
  • If reasons supporting one's own opinion are added
  • Fluency

Sample question Part 3

Speaking
Comment on the question
The situation set for the question is that a university professor asks students if English learners should try to make their English pronunciation better and that students express opinions on the point. Each student is supposed to spend 3 minutes on preparing for speech and then speak for 3 minutes. Furthermore, after the first speech, the speaker is supposed to take a question regarding the topic from a classmate and answer it fluently within 1 minute without any preparation. To be gauged is speaking skill during the process.
KEY POINT
Describe one’s opinion regarding a familiar and academic topic
In university classes, there are many opportunities to express one’s own opinion and answer questions from other students. Using this sort of setting, questions focus on the ability, equivalent to the B2 level of CEFR, to “enhance and express one’s assertion by citing related examples while supplementing items,” “naturally respond to a range of questions, fluently to some extent” and “impose no extra burden on the audience or on oneself when listening to others speak or when speaking oneself.”

4. Contact

Our marketing partner in the United States and Canada is;

Versation.

To formally accept GTEC scores, contact Morrisa Higer.
morrisa@versation.com

Please visit their website.
http://www.versation.com/englishtest/gtec/