Quick answer: The quickest reliable way to find a learner’s English level is a 10-minute spoken interview, not an app or a paid test. Ask progressively harder questions and listen forensically to four things – grammar, vocabulary, pronunciation and fluency – then map what you hear onto the CEFR scale from A1 (beginner) to C2 (advanced). This guide gives you the level-by-level descriptors, a can-do table and a step-by-step assessment method we have used for 25 years.
“How do you discover the level of your learner’s English?” It’s a question we are often asked, and it’s something we cover on all our ACTDEC accredited Global English TESOL courses. However, if you want a brief idea now, then read on.
Firstly, DON’T go and pay for expensive tests or send your learners to confusing apps that might or might not give an accurate indication of their level. Those tests usually only measure reading ability, and if it’s a multiple-choice test then there’s the luck factor involved as well. Instead, let us show you an easier way – one we have been using to test students for 25 years. It’s called an interview.
What are the CEFR levels (A1–C2)?
Most of the English-speaking world describes language level using the Common European Framework of Reference (CEFR), a six-point scale from A1 to C2. It’s worth knowing the shorthand, because coursebooks, exams and employers all use it. This table maps the familiar teaching labels onto CEFR, with a rough idea of what each learner can do and the guided study hours typically needed to reach that level:
| CEFR | Common label | What the learner can do | Typical guided hours |
|---|---|---|---|
| A1 | Beginner | Basic words and phrases; simple present only | 70–100 |
| A2 | Elementary | Simple exchanges on familiar topics | 180–200 |
| B1 | Pre-intermediate | Handles everyday situations; present and past | 350–400 |
| B2 | Intermediate | Fluent on familiar topics; most tenses | 500–600 |
| C1 | Upper-intermediate | Flexible, effective language for most purposes | 700–800 |
| C2 | Advanced | Near-native accuracy and range | 1,000+ |
The hours are a guide, not a promise – learners move at very different speeds – but they help you set realistic expectations. Cambridge English publishes a similar mapping of its exams to the CEFR if you want to cross-reference.
How to run a quick level assessment
Sit down with your learner, make them feel as comfortable as possible, and simply talk to them. Start easy and build up – the whole thing should take no more than ten minutes and gives you everything you need to know about their spoken and aural English.
- Put them at ease. Start with simple, friendly questions – their name, age, and why they want to learn English. What do they like? Do they have any interests? A relaxed learner shows you their real level, not their nerves.
- Go a little deeper. Ask about where they come from, when they started learning English, and their hopes for the future, so you hear more connected speech.
- Probe specific structures. Ask questions that force particular grammar – “Have you ever been…?” for the present perfect, or “If you could travel anywhere, where would you go?” for conditionals.
- Listen forensically for four things. As they answer, assess their grammar, vocabulary, pronunciation and fluency – both what they say and how they say it.
- Map it onto CEFR. Blend those four impressions and match them to the level descriptors below to place the learner from A1 to C2.
What can learners DO at each level?
We assess level based on four criteria: grammar, vocabulary, pronunciation and fluency (or communicative ability). Blending these together gives a good idea of each student’s level. Here is what to expect at each stage, with the matching CEFR level.
Beginner level learner (CEFR Level A1)
At the beginner level, your student will have difficulty using even basic grammatical structures. They won’t know any past forms, and they may even have problems forming the present simple (I like, I speak, I am, etc.)
When they speak, they might be difficult to understand, with heavy mother tongue (L1) influence, so their language may be heavily accented and certain sounds are impossible for them to make. When you ask questions, you might find they can only comprehend basic words and can’t name common objects, so you’ll see they have a very limited range of vocabulary. There will be minimal communicative ability here, so very little interaction is possible. It may also be that they have a low level of confidence in their ability to communicate.
Beware that there may be other factors here – it could be they are afraid to communicate for a range of reasons. However, if you encounter a learner who exhibits the above characteristics across the four areas, you are dealing with a beginner.
Elementary level learner (CEFR Level A2)
Here you will find that basic grammatical structures are understood, but they encounter problems with anything more than the present tense. In their pronunciation you may find frequent native speech patterns from the L1, which interfere with intelligibility. They may know enough words for a few sentences, but beyond this their ability to understand or use language more widely will be very limited. Communicative interaction will be possible, but only on a basic level, and they cannot communicate on more advanced topics.
There will be a significant step up from the beginner, and perhaps a little more confidence, but they will be reluctant to experiment with the language.
Pre-intermediate level learner (CEFR Level B1)
Here you will see a basic understanding and use of present and past forms, but often you will find errors with irregular past tenses, like write/wrote, speak/spoke, eat/eaten, for example. Again, as with elementary, more advanced structures may not be attempted.
There will still be some first-language influence in their pronunciation, and while they can perhaps use some everyday phrases well, the range and scope of these is still limited. Basic interaction in response to questions is good but still comes with a lot of hesitation, and this student will struggle at more sophisticated levels of communication.
Intermediate level learner (CEFR Level B2)
This is probably where you’ll find the majority of English language learners, and it’s also the level at which most students plateau, struggling to advance beyond it. There will be good use of most structures but problems with a few past tenses and perfect forms.
Their pronunciation shows a good degree of clarity but still some first-language interference. They can understand and name everyday objects well, but experience problems with more advanced language. In terms of communicative ability, this will be good, but with some hesitation and certainly less fluency with advanced structures.
Upper-intermediate level learner (CEFR Level C1)
If your learner is at this level, you will note they have a good understanding of most tense structures, although there may be some confusion with the more advanced perfect forms and conditionals.
When they speak, they will probably be easily understandable, with good stress and intonation patterns, although you might still find some first-language interference – particularly if they come from a country where English is dubbed into the L1. This learner will demonstrate a good range of vocabulary and may try for more difficult words without being sure of their use or meaning. They will most likely possess confident communication skills, attempting to interact and share information, but you will still find a little repetition and hesitation.
Advanced level learner (CEFR Level C2)
At this stage you can expect someone with a comprehensive understanding of all the key grammatical structures. You should find accurate and creative use of tenses, quite often accompanied by near native-level speech, although a few issues with intonation and stress might be present.
Your advanced learner uses words and phrases only expected of a near-native speaker, generally in an appropriate context. They will most likely communicate with confidence and minimal hesitation. However, you’ll still have opportunities for practising more complex language – unusual collocations, phrasal verbs and idioms – and they might find the quirks of the language interesting, such as the subtle differences between which verbs take gerunds or infinitives, or British versus American English. Don’t worry, there will always be something to teach this learner!
Placement mistakes to avoid
A few traps catch new teachers when they place a student:
- Trusting a reading-only test. A learner can score well on a grammar quiz and still be unable to hold a conversation – always check spoken and aural ability too.
- Mistaking shyness for a low level. A quiet, nervous learner can test lower than they really are; give them time to warm up before you judge.
- Placing too high to flatter. Putting a learner in a class above their real level dents their confidence fast. When in doubt, place slightly lower and let them shine.
- Ignoring the plateau. Most learners stall at B2; recognising it helps you plan the push into the more demanding C-level language.
Frequently asked questions
What is the difference between A2 and B1?
An A2 (elementary) learner handles basic exchanges but struggles beyond the present tense and can’t sustain conversation on wider topics. A B1 (pre-intermediate) learner uses present and past forms with some accuracy, copes with everyday situations, and can keep a simple conversation going, though with hesitation and errors on irregular past forms.
How do I test a new student’s level online?
Exactly as you would in person: run a 10-minute spoken interview over video, starting with easy personal questions and building up to structures like the present perfect and conditionals. Listen for grammar, vocabulary, pronunciation and fluency, then map what you hear onto the CEFR scale. You can also point learners to our free online level test as a quick starting point.
What level is “intermediate”?
“Intermediate” corresponds to CEFR B2. At this level a learner uses most structures well, communicates comfortably on familiar topics with some hesitation, and understands everyday language, but still makes errors with a few past and perfect forms. It’s the most common level and the one where many learners plateau.
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So that’s our initial guide to assessing learner spoken and aural ability. We hope it’s helpful as you think about how you assess your students!
* Want your learner to check their own level first? Point them at our free test my English level survey.
* Discover more on the benefits of testing your students.
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