Knowledge of English Language Teaching Test (KELTT)
Introduction: What is KELTT?
KELTT (Knowledge of English Language and Teaching Test) is a knowledge/ability test that measures a candidate’s language teaching knowledge and potential performance through a general English section and four pedagogical components. The test employs a predominately objective format, where candidates are required to select the appropriate answer among the options provided either in a fill-in-the blank, multiple choice, matching or sequencing format.
KELTT is the only teacher certification instrument that includes a language proficiency component, providing a complete picture of a candidate’s knowledge in all the areas of importance in an ELT context. In addition, KELTT does not require participation in any compulsory course, though some institutes and universities might design classes to increase the likelihood of candidates’ success in taking the test.
KELTT’s design is based on extensive research in the field of L2 teacher education. The structure of the test has been validated by empirical studies, and the results obtained from the performance of candidates after taking the test indicate that the instrument is highly accurate in measuring both the practical and theoretical knowledge of teachers and teacher candidates.
The design of KELTT has been based on a number of trends in the field, and more specifically teachers’ professional needs in the Middle East. KELTT is:
- a means of checking a teacher’s/trainee’s knowledge of the basics of language teaching and learning,
- an instrument that determines who has the required qualifications to be recruited as a teacher or promoted to senior teaching positions
- a target for teachers as a benchmark of professional development and areas that require more focus and improvement
- a quality assurance instrument that can serve as an objective means of determining where an institute or school stands in terms of its teaching cadre
Who is a typical KELTT candidate?
KELTT is an instrument specifically designed for non-native teachers of English as a foreign or second language. In fact, KELLT is the only measure in the ELT world that provides a general, comprehensive picture of what the candidate knows and can do linguistically and pedagogically.
A typical KELTT candidate is practicing teacher with a desire for professional development or one who seeks better job opportunities. The instrument, however, can be used with pre-service teachers who have finished an intensive training course and serves as an exit test for such a program. In addition, KELTT can be taken by any teacher who has been away from the profession and needs to re-assess his/her abilities and knowledge in conducting an L2 class.
The general English component of KELTT requires a proficiency band of 7.5 to8 on IELTS (or C1 in the Common European Framework of Reference for Languages), equal to a score of 100 to 107 on the Internet-based TOEFL (iBT). If a candidate fails to answer 60% of the questions correctly on the proficiency part of the instrument, he/she will be automatically deemed unqualified and his/her performance on the pedagogical components will not be calculated.
KELTT Content
KELTT consists of two general sections: A general English proficiency section, and a section dealing with pedagogical, ELT-based concepts. The pedagogical section itself is subdivided into four modules.
The general English section
The general English component of KELTT measures candidates’ language proficiency in a predominately skilled-based format; the test includes sections on reading comprehension, listening comprehension, and writing. Speaking is not included. Since KELTT is specifically designed for teachers and teaching candidates, an additional section measures the testees’ knowledge of grammar in a multiple-choice, error-recognition format. The inclusion of a grammar component is a means of making sure the candidates have the in-depth linguistic knowledge needed for successful L2 practice.
KELTT’s proficiency component takes 3 hours to complete: 30 minutes for listening comprehension, 60 minutes for reading comprehension, 30 minutes for grammar, and 60 minutes for writing. The component’s design, save for the grammar section, is communicative and holistic, making it possible to make inferences about the communicative competence of the candidates and their classroom performance.
KELTT’s proficiency component: Table of specification
| Section | Timing | Task types | Subskills |
| Listening | 30 minutes3 parts | Multiple ChoiceTrue/False/Not GivenSentence completion
Short answer Note completion Pick from a list Matching |
attitude,opinion,purpose,
function, specific information gist, main ideas, interpreting context |
| Reading | 60 minutes3 passages | Multiple ChoiceTrue/False/Not GivenYes/No/Not Given
Sentence completion Short answer Note completion Pick from a list Matching Headings Summary completion |
detail,opinion,purpose,
main idea, attitude, text structure (cohesion and coherence) text organization features (comparison, reference) |
| Grammar | 30 minutes | Error recognition(multiple choice written expressions) | Parts of speech |
| Writing | 60 minutes2 parts | Writing a letter or a reportWriting an essay | Language for social purposesExpressing opinions |
The pedagogical modules
There are four modules in the pedagogical section of KELTT; each module is designed to measure a candidate’s knowledge on a key aspect of ELT theory or practice. The pedagogical component will take 150 minutes to complete.
KELTT modules
| Module | Focus | Timing | Number of Items |
| Foundations | Basic terms and definition | 30 minutes | 30 |
| Teachers and Teaching | Basic concepts of teaching L2 skills and components | 45 minutes | 40 |
| Learners and Learning | Basic concept of learning and individual differences | 45 minutes | 40 |
| Assessment and Professional Development | Basics of test use/ reflective practices and knowledge of resources | 30 minutes | 30 |
Foundations
The Foundations module deals with some basic terms and definitions that are essential for successful classroom performance in L2 settings; such terms are the key in comprehending professional L2 teaching literature and in being able to communicate or benefit from matters of practice. The module itself consists of two parts: part one module items on language and its description (different linguistic concepts related to language and its subsystems, such as phonology, lexis, syntax), as well as concepts dealing with the basics of language use (such as dialects, differences between spoken and written language). Part two of the module deals with basic terminology of language teaching (such as tasks, focus on form, or methods). There are 30 items in this module.
Foundations module
| Section(s) | Title | Some of the knowledge areas tested | Items and task types |
| 1 | Language and language description | Basics of grammar, lexicon, phonology and discourse, language in social context, dialects | Matching items, sequencing items, fill in the blank, multiple choice |
| 2 | Language teaching terminology | Grammar translation, TPR, Task based teaching, Focus on Form, Interlanguage, skills and components, learners and their needs, materials and courses | Matching items, fill in the blanks, multiple choice |
Teachers and teaching
This module consists of 40 items that cover a relatively wide range of teaching practice and its required theory. There are two sections in this module: in section one, principlesof L2teaching, candidates will be tested on the basics of psychology of teaching, as well as major theories in teaching L2 skills and components. Section two of the module, real practice, focuses on the practical aspects of teaching the skills and components of the L2, as well as topics such as lesson planning, error correction, group work, textbook selection, and materials development.
Teachers and teaching module
| Section(s) | Title | Some of the knowledge areas tested | Items and task types |
| 1 | Principles of L2 teaching | L2 teaching views and models; top down and bottom up reading, process and product in writing, processes in oral skills, vocabulary and grammar in skills | Multiple choice, sequencing, fill in the blank, matching; True and False |
| 2 | Real practice | Techniques in teaching conversation, listening, reading and writing; teaching pronunciation, vocabulary and grammar; planning lessons; correcting spoken and written errors; preparing lessons and comparing course books; teaching aids | Scenario based tasks; fill in the blank; sequencing; matching; multiple choice |
Learners and learning
Items in this module concentrate on learners, the way they learn, and factors that influence learning process. The topics that are included in this model measure the degree to which candidates are aware of learners’ personality and the existing differences, as well as the way learning can be enhanced through the adjustment of lesson content and techniques. Learning strategies, motivation, and learners’ first language influence are some of the areas that are tested in this part of the instrument.
Learner and learning module
| Section(s) | Title | Some of the knowledge areas tested | Items and task types |
| 1 | Learning and learner awareness | Relevant learning concepts, learner personality and individual differences, age, learning strategies and styles, motivation; learners’ first language | Scenario based; multiple choice; fill in the blank; matching; True and False |
Assessment and professional development
There are two sections in this module: Assessment, that focuses on candidates’ knowledge and ability in measuring learners’ progress and learning, and Professional development, that is devoted to teachers’ knowledge of the resources and techniques needed for professional improvement and growth. The assessment items cover areas such as measuring classroom participation, test format, washback, test function and format, while professional development items are concerned with the candidates’ knowledge of journals, books, websites, and reflective practices that are essential for teacher growth. There are 30 items in this module.
| Section(s) | Title | Some of the knowledge areas tested | Items and task types |
| 1 | Assessment | Basic concepts of measurement and testing, designing tests of skills and components; placement tests; selection tests, diagnostic tests; proficiency tests; performance tests, washback, reliability and validity; portfolio assessment | Scenario based; multiple choice, sequencing; fill in the blank; true and false |
| 2 | Professional development | Knowledge of journals, conferences, websites, professional events; reflective practice; action research | Multiple choice, matching, fill in the blank; true and false |
A candidate’s score on KELTT is a composite of his/her scores in both the general proficiency and pedagogical components. The maximum KELTT score is 100, 35% of which belongs to the general proficiency component.
A candidate with a band score of 85-100 will receive KELTT’s “Honors”certificate; those with a band score of 70-84 are “Efficients”, while the band score of 55-69 is “Practitioners”. Scores below 55 will mean that the candidate has failed the test.
