What level of English do my employees need?

Samantha Ball
Three business people stood together in a corridor smiling at eaching and talking
Reading time: 3 minutes

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.

How to evaluate your employee's skills
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Understanding the Global Scale of English (GSE)

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.

Determining the right level of English with GSE Job Profiles

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:

  • Set English proficiency requirements tailored to specific job roles.
  • Benchmark candidates to ensure you hire the best-fit talent.
  • Identify skills gaps for targeted language upskilling initiatives.

With the GSE Job Profiles, you can confidently establish the English proficiency needed for your organization's success.

How to check your employees' English skills

Assessing the English proficiency of your employees is a critical step in managing your team's skillset. Using a test like Versant by ɫèAV, you can measure individual proficiency levels with ease and accuracy. Versant by ɫèAV tests are designed to provide detailed insights into an individual's language abilities, enabling you to make informed decisions about hiring and training.

Understanding English proficiency scores

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.

Improving your employees' English skills with Mondly by ɫèAV

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.

Learn more and get in touch

Ready to optimize your team's English proficiency? Explore our GSE Job Profiles and discover how the GSE, Versant by ɫèAV and Mondly by ɫèAV 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.

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    Technology has radically changed the way people are able to access information and learn. As a result, there are a great number of tools to facilitate online language learning – an area that’s been the subject of many myths. Here we highlight (and debunk) some of the bigger ones…

    Myth #1: You will learn more quickly

    Although online learning tools are designed to provide ways to teach and support the learner, they won’t provide you with a shortcut to proficiency or bypass any of the key stages of learning.Although you may well be absorbing lots of vocabulary and grammar rules while studying in isolation, this isn’t a replacement for an environment in which you can immerse yourself in the language with English speakers. Such settings help you improve your speaking and listening skills and increase precision, because the key is to find opportunities to practise both – widening your use of the language rather than simply building up your knowledge of it.

    Myth #2: It replaces learning in the classroom

    With big data and AI increasingly providing a more accurate idea of their level, as well as a quantifiable idea of how much they need to learn to advance to the next level of proficiency, classroom learning is vital for supplementing classroom learning. And with the Global Scale of English providing an accurate measurement of progress, students can personalise their learning and decide how they’re going to divide their time between classroom learning and private study.

    Myth #3: It can’t be incorporated into classroom learning

    There are a huge number of ways that students and teachers can use the Internet in the classroom. Meanwhile, ɫèAV’s online courses and apps have a positive, measurable impact on your learning outcomes.

    Myth #4:You can't learn in the workplace

    Online language learning is ideally suited to the workplace and we must create the need to use the language and opportunities to practise it. A job offers one of the most effective learning environments: where communication is key and you’re frequently exposed to specialized vocabulary. Online language learning tools can flexibly support your busy schedule.

    Myth #5: Online language learning is impersonal and isolating

    A common misconception is that online language learning is a solitary journey, lacking the personal connection and support found in traditional classrooms. In reality, today’s digital platforms are designed to foster community and real interaction. With features like live virtual classrooms, discussion forums and instant feedback, learners can connect with peers and educators around the world, building skills together.

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    Is game-based learning technology a waste of time?

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    We feel that game-based learning (GBL) is a waste of time… if not properly understood. Even then, one could argue that "wasting time" is a vital part of learning and perhaps we need to stop insisting that every second counts.

    Game-based learning vs. Gamification: Understanding the difference

    Let’s begin by first addressing the term "game-based learning" and how it compares to its doppelgänger, gamification. Gamification is the application of game mechanics and dynamics to non-game contexts to solve problems, engage users and promote desired behaviours. For example, rewarding acheivements with points, awards or badges for achievement, levelling up, using avatars, quests and collaboration are all gamification features, which elevate games above the mundane activities of normal life.

    The principles of gamification have been applied to the retail and services sectors for years: think of airlines' frequent flyers programs, pubs and bars running "happy hours" promotions, WeightWatchers' points-counting, Foursquare's badges for visiting new places. There are hundreds of examples of where game dynamics have been introduced into non-game contexts to influence behaviour and bring about a desired result.

    Game-based learning in action: More than just play

    Gamification does not refer to the straightforward use of games (whether digital or otherwise) as part of a teaching or learning interaction. A teacher using the board game Monopoly in the classroom to demonstrate the idea of rent is not gamifying the learning environment; they are involving learners in game-based learning. GBL refers to the use of games as tools: as devices for opening discussion, presenting concepts or promoting learner engagement within clearly defined learning objectives, in other words, learning through playing games. Gamification is the appropriation of those principles, mechanics and dynamics that make games work in order to promote engagement or engender a desired outcome.

    Teachers have long introduced games into the learning environment – such as Kim’s Game, Pelmanism and Guess Who? – and the uptake of GBL with digital games is particularly well demonstrated by the work being done by the Institute of Play, and the growing popularity of the likes of Minecraft and SimCity in schools. In terms of our immediate ELT context, pretty much any video game can be repurposed for language learning, in the same way a text, song or website can be. Take, for example, the indie game . Although there is no actual spoken language in the game, the platform puzzle format lends itself perfectly to practising language around predictions or conditionals ("If I pull that lever, the door will open"), recounting events ("I was chased by a giant spider!"), strategising and so on. In this post, we will be referring to existing digital games that have been appropriated into a learning context, as opposed to games that have been designed with a specific educational use in mind.

    Sharma and Barrett’s definition of blended learning provides a useful context for approaching the use of digital games in such modalities, notably the combination of “a face-to-face classroom component with an appropriate use of technology”. We’re making no assumptions about whether the games are being accessed in the classroom, on mobile or online at home. The blend isn’t defined by where a learner is, but by how their use of technology supports and enhances their contact with the teacher.

    The notion of appropriateness in Sharma and Barrett’s definition is critical as, in the case of a GBL project, it assumes a teacher has a familiarity with both the tech and content accessibility of a selected game. Acquiring that level of familiarity with a game requires a certain amount of time engaging with it to determine its fit for the needs of the learners, an activity which might easily be considered off task when compared to the other demands being made on an educator’s schedule.

    How GBL fuels engagement and deeper learning

    The benefits of GBL with digital games are potentially quite profound, however. First, studies indicate that playing video games in general can stimulate the generation of neurons and enhance connectivity between the regions of the brain responsible for memory formation, spatial orientation and strategic thinking. The right pairing of game and learning objectives could be argued to promote situated cognition, a theory that knowledge is constructed through – and inseparable from – social interactions and the context in which they take place. A learner immersed in SimCity stands a much greater chance of understanding the principles of taxation and the provision of public services through playing the role of a mayor, for example, than a learner being walked through the annual budget. As Lim et al. state: “games are effective because learning takes place within a meaningful context where what must be learned is directly related to the environment in which learning and demonstration take place”.

    Early-stage research on mirror neurons is adding a new aspect to the discussion around the immediacy of playing games. In short, mirror neurons suggest that when we observe someone performing an action, there is a brief moment in which our brain cells fire as if we are carrying out that action ourselves. The boundary between observer (player) and observed (in-game character) becomes blurred for a split second. A lot can happen in that split second.

    In addition to the benefits of an immersive, neuron-stroking experience, games demonstrably promote learner engagement by introducing the F-bomb into the mix (fun). They also have the capacity to provide an unrivalled social experience, as in the case of MMORPGs (massively multiplayer online role-playing games). As an example, consider how a leading MMORPG game, World of Warcraft, is applied in learning environments.

    Addressing concerns and embracing change

    However, there are often deep-seated cultural aversions to the use of games in an educational context that GBL initiatives are required to overcome. Critics have said that digital games are anti-social, that they rot your attention span, that they are not legitimate, validated learning resources. Although there is not yet a body of research that can empirically confirm or debunk the effectiveness of games used for learning, surely watching a learner plan, execute and evaluate a project in Minecraft with classmates suggests that those objections are based on dated assumptions. The language learning space in particular is still very much attached to a coursebook paradigm that is predicated on levels and a clearly defined syllabus. Perhaps GBL is too much at odds with an established business model that is the bedrock of too many large education organisations.

    So is GBL a waste of time? We’d argue that it is when its potential is not properly recognised and it is treated as light relief. Games are dynamic, engaging resources capable of delivering experiences and drawing connections that can really ignite a student’s learning experience. Furthermore, they bring a playful and unpredictable aspect to the learning process.