• Understanding written instructions precisely:
• Reading a technical manual, a legal contract or a set of assembly instructions requires the reader to interpret each sentence exactly as intended, without adding assumptions or overlooking qualifiers. In aviation, this same precision is required when reading Standard Operating Procedures, NOTAMs (Notices to Air Missions), meteorological reports and regulatory documents. A single misunderstood word or overlooked qualifier can change the meaning of an instruction entirely.
• Extracting key information from spoken communication:
• Listening to a news report, a university lecture or a set of verbal directions and accurately retaining the key details is a skill that translates directly to the cockpit. Pilots must listen to ATC clearances, ATIS broadcasts and crew communications, extract the operationally relevant information, and act on it correctly. The ability to do this reliably, even when the speaker has an unfamiliar accent or the audio quality is poor, is a fundamental operational requirement.
• Identifying and correcting errors in written text:
• Proofreading a document for spelling, grammar and punctuation errors requires careful attention to language rules and conventions. In pilot aptitude testing, this ability is assessed directly through tasks that require candidates to identify and correct errors in sentences or passages. The underlying competency (noticing when something is linguistically wrong and knowing how to fix it) is relevant to the precise, error-free communication expected of professional pilots.
• Matching words with their correct meanings:
• Building a strong vocabulary and understanding the precise meaning of words (including synonyms, antonyms and context-dependent usage) is essential for clear communication. In aviation, specific words carry specific operational meanings. "Hold" means something different from "hold short." "Cleared" has a precise regulatory significance. Pilot aptitude tests assess vocabulary breadth and precision because both are predictive of a candidate's ability to acquire and correctly use aviation-specific terminology during training.

• Radio communications with air traffic control:
• Every phase of flight involves radio communication in English. From requesting start-up clearance to receiving approach instructions, the pilot must understand what is said, read it back correctly, and comply. Misunderstanding a single element of a clearance (an altitude, a heading, a frequency) can result in a separation loss or an airspace infringement. The ability to process spoken English accurately and quickly under operational pressure is a non-negotiable requirement.
• Reading and interpreting technical documentation:
• Aircraft operating manuals, Minimum Equipment Lists (MELs), performance charts, NOTAMs and weather reports are all published in English. Pilots must read, interpret and apply this information correctly during flight planning and in-flight decision making. A misinterpreted limitation or an overlooked restriction in a NOTAM can have serious operational and safety consequences.
• Multi-crew communication:
• On the flight deck, both pilots communicate in English using standardised callouts, challenge-and-response checklists, and plain language discussion during decision-making. The precision and clarity of this communication directly affects crew coordination and situational awareness. Ambiguity, hesitation or misunderstanding between crew members, particularly during high-workload phases such as approach and landing, has been identified as a contributing factor in multiple aviation incidents.
• Written reporting and documentation:
• Pilots are required to complete technical logs, file reports (including mandatory occurrence reports) and communicate in writing with operations departments, maintenance crews and regulatory authorities. All of this is conducted in English. Clear, accurate and grammatically correct written communication is a professional expectation that begins in training and continues throughout a pilot's career.

• Communication in degraded environments:
• Helicopter operations frequently involve communication in noisy environments (rotors, wind, vibration) and over lower-quality radio systems. The ability to understand and be understood in these conditions places a premium on clear pronunciation, precise vocabulary and the ability to extract meaning from partially obscured speech. Pilots with a strong foundation in English comprehension are better equipped to maintain effective communication when audio conditions are poor.
• Coordination with ground personnel:
• Helicopter operations often involve coordination with ground crews, marshals, winch operators and emergency services personnel, many of whom may be non-native English speakers themselves. The pilot must communicate clearly, confirm understanding, and recognise when a miscommunication has occurred. This requires not only linguistic accuracy but also the interactional skills (checking, clarifying, paraphrasing) that are assessed at ICAO Level 4 and above.
• Mission briefing and debriefing:
• Military and emergency services helicopter operations involve detailed mission briefings delivered in English. The pilot must absorb complex information (coordinates, timelines, threat assessments, patient conditions) presented verbally and retain it accurately. The ability to process and retain spoken information efficiently is directly assessed in those pilot aptitude test modules that use listening comprehension formats.
• International and offshore operations:
• Helicopter pilots operating internationally or in offshore environments routinely communicate with personnel from multiple countries and linguistic backgrounds. English serves as the common language, and the pilot's proficiency directly affects the safety and efficiency of operations. A strong command of English is particularly important in emergency situations, where clear and unambiguous communication can be the difference between a successful outcome and a critical failure.

Professional pilot training is conducted almost entirely in English. Ground school materials, textbooks, exam papers, flight manuals and simulator briefings are all in English. Candidates who enter training with a strong command of the language are able to focus on learning the aviation content, rather than struggling simultaneously with the language in which it is delivered.

This is particularly relevant for ab initio cadet programmes, which often recruit internationally. A candidate from a non-English-speaking country who has strong general English proficiency will learn faster, make fewer errors in written examinations, and communicate more effectively with instructors than a candidate whose language skills are marginal. Screening for English Language ability at the selection stage reduces the risk of training delays, additional language tuition costs, and ultimately, candidate failure attributable to linguistic rather than aptitude-related difficulties.

The link between language proficiency and aviation safety is well documented. ICAO's introduction of mandatory Language Proficiency Requirements in 2003 was a direct response to accident investigations that identified communication failures as causal or contributing factors ^[1].

The operational environment demands more than conversational fluency. Pilots must understand complex clearances delivered at speed, interpret written restrictions without error, and communicate unambiguously in high-stress situations. These demands require a linguistic foundation that goes beyond basic fluency: the pilot needs grammatical accuracy (to avoid structural ambiguity), vocabulary breadth (to understand and use precise terminology), and strong listening comprehension (to process information from multiple audio sources simultaneously).

Under ICAO Annex 1 and the corresponding national regulations (such as EASA Part-FCL), pilots engaged in international operations must hold a valid Language Proficiency endorsement on their licence. This endorsement must be renewed at intervals determined by the pilot's assessed level (every three years for Level 4, every six years for Level 5). Failure to achieve or maintain the required level can prevent a pilot from operating internationally.

Whilst the formal ICAO Language Proficiency assessment is conducted separately from pilot aptitude testing, airlines and training organisations use English Language assessment during selection as an early indicator of whether a candidate is likely to meet the regulatory language requirements. A candidate who performs poorly on English Language aptitude testing may struggle to achieve the ICAO Level 4 minimum within the timeframe of their training programme, representing a risk to the training provider's investment.

Written language tasks assess the candidate's command of English grammar, spelling, vocabulary and sentence construction. These tasks may take several forms: completing sentences by selecting the grammatically correct word or phrase, matching words with their correct definitions, identifying and correcting spelling errors, or selecting synonyms for given words.

The cognitive demand lies in applying internalised language rules accurately and quickly under time pressure. Candidates with a strong reading habit and broad vocabulary tend to perform well on these tasks because their knowledge of English conventions has been reinforced through extensive exposure. Written language assessment is the primary format used in the Aon Language Skills (scales lt) module and the DLR Aviation English (ENS) module.

Listening comprehension tasks assess the candidate's ability to extract accurate information from spoken English, typically in an aviation context. The candidate listens to a simulated air traffic control instruction or aviation communication and must then answer questions about the content of what was said.

This format tests several abilities simultaneously: the candidate must process spoken English at normal conversational speed, identify the operationally relevant details (callsigns, altitudes, headings, instructions), retain those details in working memory, and select the correct answer from the options provided. The task is made more challenging by the use of aviation-specific terminology and the fact that the information is presented once, without the opportunity to re-read or re-listen.

Listening comprehension is the primary format used in the COMPASS and Advanced COMPASS Aviation English modules.

Some test systems combine written and listening elements within a single English Language module, or assess English Language alongside related competencies such as verbal reasoning. The DLR Aviation English (ENS) module, for example, assesses grammar, spelling, synonyms and idioms across multiple sections within a single timed test, providing a broad evaluation of written English competency.

Candidates should note that English Language modules assess general linguistic ability, not aviation knowledge. No prior knowledge of aviation terminology or procedures is required to perform well. The tests are designed to measure the candidate's underlying command of English, which is predictive of how quickly and effectively they will acquire aviation-specific language during training.

English Language assessment shares some common ground with Verbal Reasoning, which is assessed as a separate skill in several pilot aptitude test systems. Both require strong reading comprehension and vocabulary. However, they differ in emphasis: English Language modules focus on linguistic accuracy (correct grammar, spelling and word usage), whilst Verbal Reasoning modules focus on the ability to interpret, analyse and draw conclusions from written information.

Candidates preparing for assessments that include both English Language and Verbal Reasoning modules will find that preparation for one supports performance in the other, as both draw on the same underlying linguistic foundation. For a full breakdown of verbal reasoning modules, see our dedicated Verbal Reasoning Knowledgebase Article.

English Language is assessed as a dedicated module in a number of pilot aptitude test systems. Its presence in your assessment makes targeted preparation essential, particularly for candidates whose first language is not English.

Select an assessment above to view its dedicated Knowledgebase Article for a full breakdown of all modules, not just those evaluating English Language.

Once you know which assessment you will be undertaking, use the table below to identify the specific modules within that assessment that evaluate English Language.

Each module targets a particular aspect of English Language competency, presented in a different format. The final column indicates which activity or activities within our software correspond to each module.

Candidates preparing for assessments that also include a Verbal Reasoning module will find that English Language preparation supports performance in that module as well, since both draw on the same underlying linguistic competency.

Having identified the modules relevant to your assessment, you can navigate directly to the corresponding activities within our software.

Our software organises activities by the type of assessment you are preparing for, the skill being evaluated, and the specific airline, flying school or cadet scheme you are applying to. This means you do not need to manually cross-reference the table above; the relevant English Language activities will already be included in your tailored preparation.

In addition to the activities listed in the table above, we also offer a dedicated English Language for Pilots resource, freely available on our website, which provides additional practice material for candidates who wish to supplement their preparation.

To find the activities relevant to you, navigate to one of the following within the software:

• Activities by Aptitude Test
• If you know which test system your assessment uses. For example, to find English Language activities for the DLR, navigate to Activities by Aptitude Test and select DLR.
• Activities by Skill
• If you want to focus specifically on English Language across all test systems. Navigate to Activities by Skill and select English Language to see every relevant activity.
• Activities by Airline, Flying School or Cadet Scheme
• If you know where you are applying but not which test system is used. Navigate to Activities by Airline or Activities by Flying School and select your chosen organisation. The software will include the appropriate English Language activities alongside all other relevant preparation.

If you have created a Preparation Strategy, the relevant English Language activities will already appear in your Focus Activities; no additional navigation is required.