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Starting with initial trials in early 1984 and culminating with the first large-scale test administrations in 1987-1988, the development of the G-TELP system was initiated by a select group of experts in English as a Foreign Language instruction and assessment. A broad needs analysis effort was conducted in various parts of the world through structured interviews with potential users from a variety of settings including companies, universities, private language schools, and secondary (high) schools. The interviews provided information on language assessment needs which corresponded to the needs many teachers identified for a more communicative approach to language instruction.

The data obtained indicated an agreement that a testing system which took a functional, task-oriented approach would be welcomed across both academic and business settings and in all areas of instruction. Score users were interested in test results that could supply a clear picture of what the examinee could do with the language, not only what he/she knew about the language. Interview respondents also expressed positive reactions to more detailed score reports that described the strengths and weaknesses demonstrated by the examinees on tasks being assessed.

The methodology used to develop the G-TELP basically followed expert guidelines for the development of criterion-referenced tests. First the functional descriptors of the behavior or skills to be measured were defined. Based on these descriptors, detailed specifications were written to guide the writing of test items. These were later reviewed, pilot-tested in cross-level forms, and administered to several hundred adult students in the U.S.A. The times and instructions were revised on the basis of the results. Again, cross-level test forms were piloted with about 1,000 examinees in Japan, Mexico, and Saudi Arabia. Based on the results, complete level tests were developed for levels One, Two, and Three and were pilot-tested with several hundred examinees in a variety of settings-military, secondary schools, universities, and companies in Egypt, Korea, China and Japan. New forms were constructed based on the results.

In 1988, The Seoul Olympic Organizing Committee selected the G-TELP as the standard English test for the evaluation of volunteers who would serve as English-speaking interpreter-guides for the Seoul Olympic Games.

Responding to demand, Levels 4 and 5 were added in 1990 and 1991, and a Speaking Test was introduced to meet clients needs to assess oral proficiency. Local teams of experts in English as a Foreign

Language have been trained to score and rate test results in Korea, China, Japan, and Argentina. In 1995, Junior G-TELP was also created for use with younger students of English.

G-TELP is the most well-known English speaking test in Korea and chosen as the English speaking proficiency test for admission and promotion exams for corporations, administrative exams for government organizations, and certification exams for pilots. G-TELP's client list includes: The Ministry of Foreign Affairs, The Civil Aviation Safety Authority of the Ministry Construction & Transportation, Hyundai Motor Company, Kia Motors, Korean Airlines, Asiana Airlines, Korea Airport Service, Oracle Korea Corporation, Hanjin Co., Ltd., Hewlett-Packard, J&J and P&G etc.

G-TELP KOREA has been developing English Tests for Specific Purposes for companies and organizations as well as involving in research and development of various testing methods available to evaluate language proficiency including a writing test, speaking test, tests for juniors, computer-based tests, and voice recognition technology. Most recently, it has developed an aviation-specific speaking proficiency test, the EPTA (English Proficiency test for aviation) and the TELPA (Test of English Language Proficiency for Aviation) for aircrews.