English Test for Academic

and Professional Purposes

(ETAPP)

Teachers’
Handbook

The Test of Interactive English (TIE) is recognised by ACELS, a

service of QQI - ‘Quality and Qualifications Ireland’ a
statutory body of the Department of Education.

© LPEI Language Proficiency Exams Ireland Ltd 2017

INTRODUCTION
The English Test for Academic and Professional Purposes (ETAPP) is designed
specifically to meet the needs of the following sectors:

➢ international students who intend to undertake third level education

➢ professionals who wish to enhance their professional profile by demonstrating a

competence in English.

This is the first test of its kind developed in Ireland to meet the needs of international
students and professional people studying or working in Ireland. It is designed to reflect
Irish academic and professional contexts. ETAPP was initiated in direct response to a
need articulated by the various academic and professional sectors for an English language
exam fit for purpose within our national context.

This handbook aims to provide all stakeholders – educational institutions, agents,

teachers, and students – with the essential information about ETAPP. More information
can be obtained from the TIE website - www.lpei.ie/etapp and through other publications
available on application from TIE Examinations Limited – [email protected]

WHAT IS ETAPP?
ETAPP is a skills-based exam designed to identify each candidate’s level of proficiency
in English. The test is designed to assess learners’ communicative competence and
interactive skills in both predictable and non-predictable situations within general
academic and professional contexts. It assesses the students’ level of language
knowledge, language ability and language use in listening, reading, writing, and
speaking.

ETAPP has been developed by TIE Examinations Ltd in collaboration with the Advisory
Council for English Language Schools (ACELS), the government agency responsible for
quality assurance in English language teaching in Ireland. Under the guidance of
international experts in the field of language testing and assessment, a stringent process
of development was followed to ensure that the test is valid and rigorous, and grades
learners according to their level of competence in English.

ETAPP is accepted as the end-of-course exam for courses on the Department of

Education & Science Internationalisation Register of ACELS approved courses
(www.education.ie/internationalisation).

2
PREPARING FOR ETAPP
Candidates need to do two tasks in preparation for the oral component of ETAPP. There
is no specific preparation required for the other components of the test but candidates
should familiarise themselves with the test format and the sample material.

TEST FORMAT
ETAPP consists of four components:
➢ The Listening exam (30 minutes)
➢ The Reading exam (75 minutes)
➢ The Writing exam (60 minutes)
➢ The Speaking exam (30 minutes)

All components are compulsory. The components are designed to enable candidates to
demonstrate their knowledge and ability in English in formal and semi-formal situations
relevant to academic and professional contexts. All components of the test are normally
scheduled to be taken on the same day.

Listening (30minutes in total):

• 1 lecture type transactional listening (4 mins)
• 3-4 interactional texts (mini dialogues) (2 mins per dialogue)
N.B: the lecture task will involve note-taking leading into a writing task where
information may be reformulated.
(Please note that the listening is played ONCE only)

Reading (1 hour 15 minutes):

• 1 extensive text (topic related to lecture text)
• 1 shorter, more intensive text.
N.B: topic areas for longer texts taken from the Social Sciences (e.g. War and
Peace, Crime and Punishment, Health, The Environment etc).

Writing (1 hour):
• 1 discursive essay of approximately 250 words
• 1 shorter text of approximately 75words e.g. an email to a tutor
N.B: some of the input for the first part of the writing paper will be taken from the
reading and listening texts.

Speaking (30 minutes):

• oral presentation on a prepared topic
• review of source material used in presentation
• 1:1 interaction with examiner
• interaction with partner

• problem solving task (candidate:candidate interaction)

Candidates always take the Listening and Reading components before the Writing
component. This is because input from the Listening and Reading components may be
used by candidates in the Writing section. The Speaking test may be taken before or after
the other tests.
Sample papers for Listening, Reading and Writing as well as further details on the
format of the Speaking test are available on request. Please send an e-mail to [email protected]
ASSESSMENT
Assessment follows the Council of Europe Framework of Reference (CEFR) scale of
language proficiency and has been devised to identify the levels B1, B2 and C1, which
are the key points for entry to foundation year, pre-sessional or undergraduate and
postgraduate courses. These levels also correspond to the levels required for entry into
professional areas such as medicine, banking, IT, etc, .and serve as neutral and formal
indicators of competence for professional purposes. The test is comparable to IELTS and
TOEFL in content and objective. Scores are reported as follows:
ETAPP Score Academic Domain Professional Domain
B1 or B1+ Foundation Courses An independent user: can
(6-12 months’ duration) function in general common
contexts with significant
support
B2 or B2+ Pre-sessional Courses An independent user: can
(3 to 6 months’ duration) function in general contexts
with some support.
C1 (or higher) Undergraduate/Postgraduate Courses A proficient user: needing
support only in specific
situations.

The above table is a guide to the level required. Individual institutions will have their
own requirements for specific courses, and scores in individual modules should be
considered as well as the overall score. For example, if a course has a substantial reading
and writing requirement but few lectures, the primary interest may be in the grades
obtained in these two skills. However, for a context in which the emphasis is on the aural
and oral skills, listening and speaking skills may be considered most important.
A discrete score is reported for each component of the test. The individual component
scores are then averaged to produce an overall score reported as a Council of Europe
level.
CEFR Global Descriptors
Level Descriptor
Can understand the main points of clear standard input on familiar matters regularly encountered in
B1 work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area
where the language is spoken. Can produce simple connected text on topics which are familiar or of
personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly
give reasons and explanations for opinions and plans.

Can understand the main ideas of complex text on both concrete and abstract topics, including
B2 technical discussions in his/her field of specialisation. Can interact with a degree of fluency and
spontaneity that makes regular interaction with native speakers quite possible without strain for
either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on
a topical issue giving the advantages and disadvantages of various options.

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can
C1 express him/herself fluently and spontaneously without much obvious searching for expressions.
Can use language flexibly and effectively for social, academic and professional purposes. Can
produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organisational patterns, connectors and cohesive devices.
Table 1. Common Reference Levels: global scale (p.24)
(Council of Europe (2001). Common European Framework of Reference: learning, teaching and assessment. Cambridge: CUP)
EXAMINERS
All ETAPP examiners are well-qualified and experienced English language teachers who
receive regular training and ongoing support in oral examining.

The ETAPP oral assessment is carried out by two trained examiners, an interlocutor and
an assessor. All interviews are recorded for standardisation and quality assurance
purposes.

Writing papers are marked by two trained examiners working independently. If there is a
discrepancy between the grades awarded by the two examiners, then the paper is referred
to the Chief Examiner for a final decision.

CERTIFICATION
After taking ETAPP, each successful candidate is awarded a certificate showing an
overall grade as well as discrete grades for each component of the test. Results are
available within 14 working days. Candidates receive one copy of their certificate.
Details of receiving institutions, to which candidates wish results to be sent, should be
included on the ETAPP application form. Verification of results can be sent to additional
receiving institutions within 24 months of the exam on application in writing to TIE
Examinations. An additional fee will be charged for this service.

TEST RELIABILITY AND VALIDITY

Rigorous procedures have taken place in line with testing validation mechanisms to
ensure the reliability and validity of the test. The psychometric qualities of the test paper
were estimated during the trials using a combination of classical and IRT-based test
statistics. Evidence from these analyses confirmed that the quality of the test as a whole
was high. For the productive skills, high levels of rater agreement were recorded (using
correlation analysis and Multi-Faceted Rasch analysis), while the tasks and assessment
criteria were found to be stable. In addition, high levels of agreement on level, in relation
to the Common European Framework of Reference for Languages (CEFR) were found.

VALIDITY OF TEST SCORE

Test scores are considered valid for a period of 24 months from the date of the test. For
validity purposes, it is recommended that older test scores would need to be supported by
evidence that a learner has actively maintained or tried to improve his/her language
ability in the intervening period, before the scores can be considered a valid assessment
of the learner’s current ability in English.
RECHECK OF RESULTS
A check of results may be requested by applying in writing to LPEI Ltd. All requests
must be received within a maximum of 20 working days after results have been issued.
All components are re-marked following normal procedures. There is a fee for this
service, refundable if the appeal is successful. Information on the appeals procedure and
fee is available from [email protected].

REPLACEMENT OF CERTIFICATES
Certificates are not reissued. A statement of results can be issued within a 24 month
period of the date of the test. There is a charge for this service. Results statements for
tests taken more than 24 months previously cannot be provided.

SPECIAL ARRANGEMENTS
Candidates with permanent or long-term conditions, including visual and hearing
difficulties, or specific learning difficulties which they believe will significantly impair
their performance in the examination, may apply for reasonable accommodation to be
made to facilitate them taking the examination. Any candidate with special needs must
make these known at the time of registration for the test.
 Test Modules
1. LISTENING

Duration and Format Marking and Assessment

The Listening Test takes approximately The short dialogues are rated on such
30 minutes. The test consists of two aspects as:
sections with a total of 35 items. • identification of speaker
• message function
Section 1 • attitudes and relationships
- consists of 3-4 interactional texts in the The lecture type task is rated on such
form of mini dialogues followed by aspects as:
multiple-choice questions. • identification of key information
• recognition of discourse features
Section 2 regarding text organisation and
- consists of 1 lecture-type transactional function
listening text. A variety of task types are • identification of key lexis
used, e.g.,
• multiple choice ETAPP Listening
• sentence completion Section 1 Dialogue 1

• note-taking 1 The two speakers are

• short answer questions A doctor and patient
B nurse and doctor
C visitor and nurse
D patient and visitor

2 He is looking for
The lecture task involves note-taking, A a room C the stairs
leading into the writing task where B the hospital D a doctor
information may be reformulated. The 3 The two speakers are
topic areas for the lecture are taken from A in a lift C in a hospital
B on the stairs D at the doctor’s
social sciences (e.g. War and Peace,
Crime and Punishment, Education, The 4 The woman is
A friendly C surprised
Environment etc). B bossy D miserable

Task F (Section 2) Complete the list.

The Listening Test is recorded on CD Major types of CAM
and each section is played ONCE only.
Largest: 29 ________________________________incl.
A range of native-speaker English homeopathy, Ayurvedic medicine and 30_______________
accents are used in the recordings.
Biological medicine (this comes from 31 _______________)
Candidates are given two minutes to
read the tasks at the beginning of each 32 ______________________ e.g, Reiki, qi gong,
therapeutic touch
section and time during the test to write Manual medicine, e.g. osteopathy, physical therapy,
their answers on the Question Paper. 33_________________.
At the end of the test candidates are Mind-body medicine, e.g., 34 _________________,
given an additional ten minutes to meditation, hypnotherapy
transfer their answers from the Question Website address: 35
Paper to an Answer Sheet. __________________________________
2. READING
Marking and Assessment
Duration and Format Task 1 is designed to test global reading
The Reading Test takes 75 minutes. skills which require the examinee to read
There are two reading passages with a the full text at speed and to perform
total of 35 items. tasks using the skills such as outlined
below:
Text 1 (approx. 1500 words) is an
extensive text related in terms of topic to • identifying the topic, main theme and
the main ideas of the text
the lecture type listening text.
• identifying how the main ideas of the
Text 2 is shorter (approx. 600 words) text are organised and relate to each
other
and requires more intensive reading.
• extracting required/specified facts from
A variety of question types are used e.g. the surface of the text
• multiple choice The focus of Task 2 is on careful reading
• sentence completion and requires the candidate to use skills
• note-taking such as:
• short answer questions • identifying and understanding in detail
• matching headings to paragraphs the main ideas from the text
• putting sentences in order • identifying and accurately
• identification of writer’s view understanding how the main ideas of
the text and their supporting ideas are
organised and relate to each other
Texts are taken from newspapers, READING PAPER (1 hour 15 minutes)
magazines, academic journals and
books. Topics are taken from the social Text 1 (50 minutes). Answer questions 1 - 25

sciences and do not assume any For questions 1-4 you must choose which of the headings
specialised knowledge. is most suitable for sections I, II, III or IV of the text.
In the space provided, write the number of the Section, I,
II, III or IV.
The texts and questions are included on 1. Longer Lives – a General Trend _________
the Question Paper but answers must be
2. Nutrition and Poverty – What the Figures Show ________
recorded on a separate Answer Sheet.
The Question Paper must not be 3. Different Lives for Many ________
removed from the exam room but may 4. New Information on the State of the World ________
be retained until after the Writing Test. 5. In paragraph 1 line 4, the word 'we' refers to
(a) the people of Beijing and Bratislava.
(b) many of the world's human beings.
(c) a billion people in the world.

6. What evidence is there in paragraph 2 of the text that

Goklany has done important work on economics before?
______________________________________________
Sample Tasks from ETAPP Reading Text 2
25 minutes
Answer questions 26 – 35.

26. Complete the best title for the article using one of the three choices,
(a), (b) or (c) and tick the answer box next to your choice .

a) Rich and poor should work together for better world health.
(b) Building a plan for better world health.
(c) A virtual academy will help solve world health problems.

27. Which of the following, (a), (b) or (c) most accurately completes the sentence
Tick the answer box next to your choice .

The writer thinks significant improvements in world healthcare

(a) require changes in financing, in attitudes and also in levels of co-operation.
(b) require more than just supporting the World Health Organisation's principles
(c) will be achieved when the West gives more money to the developing countries

28. Choose the best answer from (a), (b) or (c) below and tick the answer box
next to your choice.

In paragraph 3 line 1, could 'Above and beyond this' be replaced by any of the
following without changing the meaning?

(a) Moreover
(b) Nevertheless
(c) Mostly

29. What does the writer think the main aim of the pharmaceutical industry is?
_________________________________________________________________________

Sample tasks from ETAPP Writing Paper

(1 Hour)

Task 1 (40 minutes) -

Write an essay for your university lecturer on the following topic:

‘It is the responsibility of every government to provide good healthcare’

What do you think? You should write approximately 250 words.

You must give your own opinion. You may use some of the information from the listening and reading parts of the
test to help you. Do NOT copy. You may use this page to help you plan. Your notes will not be marked

Task 2 (20 minutes)

You have been absent from class for a number of days. Write an e-mail to your tutor explaining and apologising for
your absence and requesting the notes and any homework you might have missed. You should write between 50
and 100 words.
3. WRITING
• Organisation and coherence
Duration and Format measures a candidate’s ability to
The Writing test takes 60 minutes. There produce appropriately organised
are two tasks. The first task requires an and developed text with relevant
answer of approximately 250 words and supporting detail and a logical
should take a maximum of 40 minutes to progression of content.
complete. The second task requires an • Format and Content measures
answer of approximately 75 words and the candidate’s ability to produce
should take a maximum of 20 minutes to clear, well-structured text in an
complete. appropriate genre for a specified
audience.
Task 1 is an academic essay of • Sentence Construction and
approximately 250 words on the same Vocabulary measures the
general topic as the listening and reading candidate’s ability to demonstrate
papers. Candidates may use some of the effective use of correct sentences
input from the reading and listening texts of varying length, use of
to answer the question but candidates transitions, and control of idiom,
should be careful to use their own word form and register.
words. This task is designed to test • Task Achievement assesses how
candidates’ ability to synthesise the input appropriately, accurately and
and produce an organised and coherent relevantly the candidate responds
text in answer to a specific prompt. to the tasks set.
Task 2 is a shorter text of approximately • Accuracy refers to the accurate
75 words e.g. an e-mail to a tutor. and appropriate use of the
This task is designed to test candidates’ candidate’s grammatical and
ability to communicate appropriately lexical resources.
(explain, express an opinion, request • Range and Complexity refers to
information etc) in answer to a specific the variety of language and
prompt. vocabulary at the candidate’s
disposal and his/her ability to
Candidates write their answers in the select appropriately from it.
space provided on the question paper. • Orthographic Control assesses
All rough work must be handed in at the the candidate’s control of the
end of the exam. conventions of layout, spelling
and punctuation.
Marking and Assessment
Each writing paper is assessed by two The overall and discrete skill scores are
examiners working independently. reported as CEFR levels.
Detailed performance descriptors have
been developed based on the CEFR scale
and on task-specific criteria for academic
writing. All criteria carry equal weight.
4. SPEAKING

Duration and Format Marking and Assessment

The Speaking Test takes 30 minutes. Detailed performance descriptors (see
There are five components. below) have been developed based on
the CEFR Scale. All criteria carry equal
The Speaking Test is done in pairs with weight.
two examiners - an interlocutor and an • Interaction refers to the
assessor - and is recorded. The test candidate’s ability to interact
assesses the ability of both candidates to with his/her partner and the
interact with each other, as well as with examiner
the interlocutor. The assessor does not • Communicative Effectiveness
take part in the interaction. refers to the candidate’s ability to
convey his/her message
Candidates need to do two tasks in • Accuracy refers to the accurate
preparation for the oral component of and appropriate use of the
ETAPP. Learners select their own candidate’s grammatical
topics and materials, and decide how to resources.
develop each task. In addition, there are • Range and Complexity refers to
two unprepared tasks in the test, which the variety of language at the
require the learners to respond to candidate’s disposal and his/her
unpredictable situations. Assessment is ability to select appropriately
made according to how well each from it.
candidate performs in carrying out these • Phonological Control refers to
tasks. the candidate’s ability to produce
comprehensible speech at word
ETAPP candidates are required to do the and sentence level to fulfill the
following preparation for the test: demands of the test level to
fulfill the demands of the test.
1. Prepare a presentation on a
subject of interest to themselves. In addition, task-specific criteria have
been developed, based on the CEFR
2. Bring one source they found descriptors for academic performance.
useful in preparing their Tasks 1 and 2 assess a candidate’s
presentation to the test and tell ability in addressing audiences; Task 3
the examiner about it. This may looks at a candidate’s ability to interact
be a book; an article from a with the examiner and Task 4 assesses
newspaper, magazine or the candidate’s problem-solving ability.
academic journal; or some
information from the internet.
 Format and Timing of Speaking Test

Component Timing Task

Introduction 3 mins Candidates are invited to introduce themselves and say

(spontaneous) something about their studies or career plans.

Presentation 8 mins Candidates make a presentation on their prepared topic and are
(prepared) asked to comment or ask questions on the topic presented by
their partner. Presentation and participation are tested here.

Source Material 8 mins Candidates present one written source they found particularly
(prepared) useful in preparing their presentation - this may be a book; an
article from a newspaper, magazine or journal; or something
from the internet. Candidates should be prepared to explain why
they found the material particularly informative. Candidates
must bring a copy of the material to the test.

Interaction with the 6 mins Candidates interact individually with the examiner. Candidates
Examiner are presented with a choice of 3 topics for discussion and the
(spontaneous) examiner invites them to give and support their opinion on the
topic in question.

Problem-Solving 5 mins Candidates work together to find solutions to a problem, or

Task agree on a plan of action.
(spontaneous)
APPLICATION PROCEDURES
ETAPP is available for candidates all year round and dates are posted on the website.
Exam sessions are carefully coordinated and monitored in order to ensure that quality
is assured in all aspects of the test.

Applications should be received a minimum of 10 working days before the test date.
Application forms are available for downloading from the TIE website.

ETAPP is normally taken at the TIE Exam Centre. Arrangements can be made for
groups of candidates in other locations on request. For exam session dates, please
check the website.

If you would like to find out more about any aspect of ETAPP, please contact:

LPEI Ltd
45 Leeson Street Lower,
Dublin 2,
Ireland

Tel.:(+353) 1 662 5991

e-mail: [email protected] web: www.lpei.ie

© LPEI Ltd