Abstract
An achievement of IELTS 5.0 is a strict goal of GFP English Exit requirements. Despite the OAAAQA's requirements, Exit outcomes fail to show that the GFP English graduates have any acquired global competencies. Even in the IELTS 5.0 focused assessments, GFP English deviates in style and methodology, raising concerns about the overall learning outcomes of the students across the three domains of cognitive, affective, and behavioral learning. This study will apotheosize certain highlighted GFP English assessment areas that need to be redesigned with the goal of evaluating students' compatibility with global skills together with the acquisition of the necessary competency equivalent to IELTS 5.0 band score.
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