ACTFL Foreign Language Tests

ACTFL Foreign Language Tests

The American Association of Foreign Language Teaching (ACTFL) established in 1967 is an international organization. ACTFL is dedicated to promoting foreign language teaching and learning.ACTFL has 12,500 members including foreign language teachers,experts in the field of foreign language educationaround world, as well as the U.S. College Board, the State Council, the Federal Ministry of Education, local education authorities and the relevant educational institutions around the world. ACTFL advocates multi-language education and is dedicated to publishing language professional books and periodicals, developing language teaching resources, training foreign language teachers,and providing professional development opportunities. ACTFL holds ACTFL Annual Convention and World Languages Expowhich has more than 6000 participants.Since 1992 ACTFL has become the leader in the development of language proficiency testing for more than 100 languages in over 40 countries and provided the teaching courses based on ACTFL language standards. Currently ACTFL provides a series tests including listening, speaking, reading and writing. The operating test products include OPI, OPIc,WPT, RPT, LPT and AAPPL designed for primary school and high school students.


1、OPIc Examination Introduction

OPIc is a foreign language level oral test organized by the American Foreign Language Teaching Committee (ACTFL), which aims to examine the ability of foreign language learners to communicate effectively in a real life context and to use language appropriately. Including English, Spanish, Russian, Japanese, Korean and other languages tested. LTI is an exclusive test license by ACTFL,each year, the number of LTI candidates is over 500,000.
Currently the ACTFL test is used by academics, government agencies and enterprises in around the world and used in admission examination, student evaluation, project evaluation, professional certification, recruitment and promotion qualification determination. In the United States, more than 20 states require teachers to use the spoken / written test scores as a basis for verbal proficiency. Include NASA、ebay、Paypal、at&t、Samsung、Hyundai,Ito Japan、Hitachi、Mitsubishi,United States HSBC,Nord Anglia Education and More than 3,000 companies worldwide recognized the ACTFL test.
OPIc is an iBT-based adaptive test, the test questions presented by well-designed computer program control, the test system according to the candidate’s interest, experience and language ability to make the appropriate adjustments,has interaction and affinity characteristics.
Test Types Oral Proficiency Interview-computer test
language selection
English, Korean, Japanese, Russian, Spanish and so on.
Test time
60 minutes (including preparation for 20 minutes).
Test types
Computer based test
Test rating
The evaluation process is graded by professionals who have been trained and qualified as OPI scorers. The three-phase assessment can ensures the objectivity and reliability of the results.
Questions can be automatically adjusted according to the candidate’s interests and abilities。
1.according to the background investigation and self-assessment, the author puts forward 12-15 questions related to the examinee, the test totaling 40 minutes (each question reads twice), provides the maximum answer time. 2.real language skills can be comprehensive test and only test the simple language abilities, the answer to the results of the memorandum to minimize the impact. 3.Make sure that testing and scoring according to global standards and make sure the test results of the objectivity and reliability, ¬no compare candidates,According to individual performance as the level of assessment criteria。 4.results can check after 7 days of test day (working days), can print online transcripts ,for enterprises and candidates to provide convenient.

2、OPIc Examination Process

1.Background survey:The system according to the candidate ‘s interest, the work background and the language ability individual carries on the questionnaire investigation
2. Self assessment
Self-assessment confirms the difficulty of the exam
Show test page, steps, function keys and answer methods
4. Example
Pre-test exercises. (Not included in the results)
5.Part one
Ask 7 questions , answer time no limited
6.Difficulty survey
Second choice of difficulty (simple, similar, more difficult)
7.Part two
Ask 7 questions , answer time no limited

3、OPIc examination screen

(1)The whole process of examination for the recording form
(2)Background survey
(3)Self assessment

4、Evaluation field

Execution ability control ability text type Language environment Comprehensive ability
From beginning to end relaxed, complete and improvised ability to deal with language problems
grammar vocabulary Fluency pronunciation
The length of sentences and the ability of language organization (unit: words, phrases, sentences, paragraphs, discourse)
The ability to express the subject and the actual situation
Understand the intent of the question, whether the correct understanding of the interviewer’s question

5、Grading test results

Each level description
Speakers at the Superior level demonstrate no pattern of error in the use of basic structures, although they may make sporadic errors, particularly in low-frequency structures and in complex high-frequency structures. Such errors, if they do occur, do not distract the native interlocutor or interfere with communication.
speakers may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration. They use precise vocabulary and intonation to express meaning and often show great fluency and ease of speech. However, when called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will at times break down or prove inadequate, or they may avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis.
Speakers at the Advanced Mid sublevel are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest or individual relevance.
Can describe and explain in all time frames in most informal and some formal situations across a variety of familiar topics. Has developed strategies for compensating for words or forms that they do not know in the target language. The discourse produced is typically a cohesive paragraph in length. Although grammatical, lexical and pronunciation errors are evident, they speak with enough accuracy to be understood by any native speaker of the target language.
Can consistently obtain and give basic information about self and familiar routine activities speaking in strings of sentences and short paragraphs. Speaker is also able to describe and explain in all time frames most of the time, but not all of the time. When speaking simply can be understood by most native speakers although basic grammatical, lexical and/pronunciation errors are evident.
Can consistently obtain and give basic information about self and daily activities speaking in simple sentences and strings of simple sentences in present time. Demonstrates some knowledge of other times frames but most often reverts to present time. Needs a sympathetic listener to be understood due to issues with grammatical accuracy and/or pronunciation.
Can obtain and give the most basic information about self and common daily activities in simple terms. Speaks at the sentence level, primarily in the present time. Needs a sympathetic listener to be understood due to pronunciation and accuracy problems.
Can construct some discrete sentences to talk about self and some common features of daily life, but speech still breaks down to words, phrases and memorized material at times. Needs a sympathetic listener to be understood due to pronunciation and accuracy problems.
Produces mostly individual words and memorized phrase. He or she may be able to construct a few discrete sentences about self or features of daily life. Needs a sympathetic listener to be understood due to pronunciation and accuracy issues.
Can produce a few words and memorized phrases. Needs a sympathetic listener to be understood due to issues of pronunciation or accuracy.
6、ACTFL Proficiency Guidelines Vs. CEFR* for Listening & Reading
Novice (Low/Mid/High)
Intermediate (Low/Mid/High)
Advanced Low
Advanced Mid
Advanced High