The most well-known language aptitude test, which is quite widely used (Li, 2016) even today, is also one of the oldest English language aptitude tests. It was in the 1950s that Carroll and Sapon (1959) devised the Modern Language Aptitude Test (MLAT) taking a purely empirical approach to test design. After administering over 40 potentially important tests to learners, they collected data on learners’ achievement at the end of a language course. Then they selected the best predictors of language learning success and compiled their test battery, which is composed of five parts (Dörnyei, 2005). In the “Number Learning” section of the test, participants first learn some numbers in a foreign language and are later expected to translate new numbers into English. In the “Phonetic Script” task test takers need to match nonsense words to their phonetic transcription. The “Spelling Clues” section relies both on participants’ vocabulary knowledge and their being familiar with the regularities of English spelling in a task where they need to choose the synonym of a word spelt based on these regularities instead of the word’s standard form. The “Words in Sentences” task requires learners to identify the grammatical functions of certain words in the sentences based on analogies. In the “Paired Associates” section test takers need to make use of their rote learning abilities while memorising word pairs. The five sections of the test measure Carroll’s (1981) four underlying components of foreign language aptitude, which are described above, in a hybrid manner, that is, one subtest does not measure a single ability.