This was the starting point for a series of in-depth studies with English educators. As a result of the global cooperation between business people and Berlitz, GTEC, a new type of test for the measurement of English communication ability was introduced.

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In many cases, conventional evaluation criteria only place importance on listening and reading, while neglecting speaking and writing. In other words, only the "receiving" aspect of communication was addressed, leaving the equally important aspect of "sending" unattended.

The ability to understand what others say while being unable to make yourself understood is insufficient in a business situation. Moreover, examinations which only measure passive skills such as listening and reading allow the examinees to "game the system," as they acquire exam-taking techniques by studying previous test patterns and trends. This renders the examination less accurate, thus failing to demonstrate the student's true level of English.

Rapid globalization demands advanced speaking ability in order to "communicate one's thoughts in English." Furthermore, the increasing prevalence of e-mail demands equally advanced writing ability. In such circumstances, the discrepancy between the results of conventional examinations and the learner's actual English ability becomes increasingly evident. Nonetheless, measurement of the ability to send messages in spoken and written form can be exceedingly difficult. Accurately evaluating speaking ability requires a person-to-person assessment in which a native speaker can determine the ability, or lack thereof, of each individual. This can be prohibitively expensive and time-consuming. However, the examinee's ability to effectively communicate in English may never reach a desired level without evaluating their speaking and writing skills. To remedy this situation, a totally new method of measurement is essential. This method came to life as GTEC.

With the fundamental principle of "English as a tool for communication," we initiated the test design, paying careful attention to its applicability in the acquisition of "real English" - in other words, English through which people can effectively communicate with each other. Field tests were conducted on a global basis, the results of which were thoroughly analyzed to determine the most efficient method for eliciting speaking and writing on the part of the examinees.

According to Mr. Yamashita, "the test questions must be grounded in the real world. Realistic business scenarios in which people commonly find themselves were simulated, leading to the creation of test samples. These samples were then administered by collaborators around the world, generating a tremendous amount of raw data. By analyzing this data, the question content and the various levels of difficulty were honed for maximum effectiveness. From this process was born a new version of samples, upon which the process was repeated, until the final content was determined."

The data obtained through the sample test process was drawn from more than 10,000 individual cases. Repeated testing, coupled with further analysis and improvement, resulted in a revolutionary new evaluation system that can comprehensively measure the four pillars of learning, namely "speaking," "writing," "listening" and "reading." From concept to final product, the development spanned approximately five years.

The test is taken online using a personal computer, which maximizes convenience by allowing the examinee to take the test at his/her leisure. The sole drawback to online testing rests in the measurement of "speaking" ability. This obstacle was overcome by recording the examinee's responses, to be subsequently evaluated by native-speaking staff. The strongest feature of the system is the adoption of the "Item Response Theory," in which the questions change in real time according to the ability of the individual examinee. This feature makes GTEC a totally new type of system, enabling comprehensive and accurate measurement of English ability in approximately 80 minutes.

"GTEC would not have seen the light of day without the assistance of the many collaborators. There were really so many people who were sympathetic to our concept and offered their cooperation. This confirmed our premise that many people were anticipating the gradual phasing out of conventional English tests. We created GTEC purely by addressing the notions which already existed," says Yamashita.

We believe that "English only has value when it is used." For many business people, the accumulation of grammatical knowledge and the development of fluid pronunciation is not the primary purpose. What is most important to them is how well they can communicate with others when using English. In other words, it is not necessary for them to master English at the native level. Rather, they seek functional knowledge which will allow them to reach their own individual goals, as they pertain to their jobs and industries. They recognize that without the establishment of such goals, English study could become an endless cycle. Setting goals for particular purposes will result in more efficient and practical study.

Not surprisingly, tests generally have a negative image, often because employees are "forced to take them," or think they are "unfair." For our part, we consider a test to be "a tool to enhance the energy of human resources within companies." All who take the test can determine for themselves what their respective strengths and weaknesses are. Corporate administration can grasp the capabilities of personnel as objective numerical values. These processes are absolutely necessary in identifying problems and solutions. We believe GTEC can be used as a tool for promoting the growth of individuals, whether at the corporate or personal level.