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  • Thank you for coming. Today we’re going to be talking about the new TOEFL test and its scores. It is our next generation of the TOEFL test. As you know we have made improvements to the test throughout the years. You’re familiar with the paper-based TOEFL, or PBT as we often call it, and the computer-based TOEFL or CBT. Now we’re ready to introduce iBT, the Internet-based TOEFL test.
  • So what are integrated tasks? They are questions that ask test takers to use more than one language skill. On the test we have questions that ask students to read a passage, listen to a lecture, and then write or speak in response. We also have questions that ask students to listen and then speak in response to what they have heard. These integrated tasks reflect how we use language everyday. This test simulates what we do in the real world. This will give us a better picture of how well students use English than we can now. We’re excited about these significant changes to the test. ``
  • The new test is linear, not computer-adaptive. This means that every candidate answers questions from the full range of difficulty, rather than receiving only questions at their ability level. For the first time we will allow test takers to take notes throughout the test. This is similar to what students do in university lectures. There will not be a separate tutorial at the beginning of the test. Instead the instructions on how to answer questions are embedded in section directions. The total test time is approximately 4.0 hours, which is about the same length as the current test.
  • Now I’d like to switch gears and talk about the content of the new test. It will consist of four sections, in the following order. The Reading and Listening sections are first. Next there’s a break, and then the Speaking and Writing sections follow. The first section is Reading. There are three academic reading sets, which are followed by comprehension questions. Some questions and answers are presented in a familiar multiple-choice format used on TOEFL CBT. T here are new types of questions: some require candidates to select the correct paraphrase from among the possible choices. Other questions require test takers to fill in a table or prose summary. We call these questions ‘reading to learn’ questions. They are good indicators of the learner’s ability to comprehend, process, and analyze the meaning of academic passages. Included in the Reading section are special features that make the testing experience easier for test takers. A new glossary feature which allows test takers to click on certain key words or phrases to see an explanation of it. A new review feature allows test takers to immediately find any questions they have skipped or to return to questions they would like to change. This feature is only available in the reading section and allows test takers to use their time efficiently.
  • The next section is Listening which consists of 2 conversations with 2 speakers and 4 college-level lectures. 2 of the 4 lectures include classroom dialogue where students ask questions and respond to the professor. The language in the conversations and lectures sound similar to what students hear in real academic situations. This is because they are designed to simulate the language collected in our corpus. Professor Douglas Biber from NAU collected over 2 million words of recorded speech and written text. Used for proto typing Some questions and answers are presented in a multiple-choice format. In other questions, the test taker may be asked to select the answer choices to fill out a chart. There is a new question type that measures the understanding of a speaker’s attitude or purpose. With this new test, we’ve decided to incorporate a variety of global English accents, such as British, and Australian, spoken by native English speakers. As mentioned earlier, one important change is that candidates can now take notes. This is another way the new test replicates what actually occurs in a classroom. The notes are not scored but test takers can use them when answering the questions. The paper is collected at the end of the test and shredded for security purposes.
  • The Speaking section measures the test taker’s ability to speak in an academic environment. The test taker will be asked to answer 6 questions by speaking into a microphone. The first two tasks are about topics familiar to the test taker; we call these independent tasks. The remaining four tasks are integrated tasks, and the test takers use more than one skill with these tasks. Tasks 3 and 4 integrate speaking with listening and reading. One task involves a campus-based situation, and the other involves an academic lecture and passage. Tasks 5 and 6 integrate listening and speaking, and one task is campus-based, and the other is academic. The listening and reading materials are short. Candidates can take notes and use those notes when responding to the speaking tasks. For each of the six questions, the test taker will be given a short time to prepare a response. Let me now give you an example of an integrated speaking task.    
  • N: Now listen to part of a lecture on this topic in an ecology class. [2 seconds]   MA-IA : So we’ve been discussing the suitability of animals for domestication... particularly animals that live together in herds. Now, if we take horses, for example... in the wild, horses live in herds that consist of one male and several females and their young. When a herd moves, the dominant male leads, with the dominant female and her young immediately behind him. The dominant female and her young are then followed immediately by the second most important female and her young, and so on. This is why domesticated horses can be harnessed one after the other in a row. They’re “programmed” to follow the lead of another horse. On top of that, you often find different herds of horses in the wild occupying overlapping areas--they don’t fight off other herds that enter the same territory.But it’s exactly the opposite with an animal like the uh, the antelope... which... well, antelopes are herd animals too. But unlike horses, a male antelope will fight fiercely to prevent another male from entering its territory during the breeding season, ok--very different from the behavior of horses. Try keeping a couple of male antelopes together in a small space and see what happens. Also, antelopes don’t have a social hierarchy--they don’t instinctively follow any leader. That makes it harder for humans to control their behavior.[2 seconds]
  • To answer this question, you need to use information from both sources, both the reading passage and the lecture.
  • The Writing section measures the test taker’s ability to use writing to communicate in an academic environment. As in the Speaking section, there are two types of tasks: integrated and independent. For the integrated task, the test taker will read a short passage and listen to a short lecture. The test taker will then be asked to answer a question based on what he or she has read AND heard. As with speaking, test takers can take notes and are encouraged to use them when formulating their responses. Test takers type their response on the right side of the screen. Test takers have 20 minutes to complete this task.   For the independent writing task, the test taker will be asked to answer a question based on his or her knowledge and experience. This is the same writing task as found on the current TOEFL CBT writing section and Test of Written English. Test takers have 30 minutes to write their essay.
  • N: Now listen to part of a lecture on the topic you just read about. [2 second pause]   MA: Now I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people, and make the team responsible for planning the projects and getting the work done. After about six months, the company took a look at how well the teams performed.On virtually every team, some members got almost a “free ride” ... they didn’t contribute much at all, but if their team did a good job, they nevertheless benefited from the recognition the team got. And what about group members who worked especially well and who provided a lot of insight on problems and issues? Well...the recognition for a job well done went to the group as a whole, no names were named. So it won’t surprise you to learn that when the real contributors were asked how they felt about the group process, their attitude was just the opposite of what the reading predicts.Another finding was that some projects just didn’t move very quickly. Why? Because it took so long to reach consensus...it took many, many meetings to build the agreement among group members about how they would move the project along. On the other hand, there were other instances where one or two people managed to become very influential over what their group did. Sometimes when those influencers said “That will never work” about an idea the group was developing, the idea was quickly dropped instead of being further discussed. And then there was another occasion when a couple of influencers convinced the group that a plan of theirs was “highly creative.” And even though some members tried to warn the rest of the group that the project was moving in directions that might not work, they were basically ignored by other group members. Can you guess the ending to this story? When the project failed, the blame was placed on all the members of the group.
  • N: Summarize the points made in the lecture you just heard, explaining how they cast doubt on points made in the reading. It won’t be enough for the student to summarize. The student must understand both points of view, summarize both and explain how they differ. This is a more complex task than merely summarizing, and is similar to what students are actually asked to do in their university courses.
  • The next generation TOEFL practice test is available on our TOEFL Practice Online Community, which was introduced on July 1. Anyone can join the community for free and have free access to a speaking demonstration, which includes sample questions and sample responses, as well as a discussion board. In the future we will have additional free material for community members such as “TOEFL tip of the week” and free sample questions. The next generation TOEFL practice test is the first product available in this new community. If teachers or students want to take the practice test and receive immediate scores for the reading, writing and listening sections there is fee of $20. The writing responses are scored by an electronic rater. Please note that human scorers will be used for the operational test. Please do not accept these scores for admission . They are for practice only and are not secure. If students want to take the speaking portion and receive a score they will need to visit the TAST (TOEFL Academic Speaking Test) portion of our website and pay a $30 fee.
  • This new test will be introduced in September 2005, and it assesses all four language skills, including Listening, Speaking, Reading, and Writing.
  • The test will be administered via ETS’s official Internet-based testing (iBT) network. This network will be expanded much beyond the current network so candidates will have more access to the test than ever before. It’s important to understand that Test takers will not be able to take the official test at home on the Internet, they will still need to go to official test centers. It’s just that the delivery of the test will be on the Internet. ETS will continue to utilize unsurpassed security measures to ensure test integrity and score authenticity. These include strict administration procedures and examinee identification requirements. Institutions can use results confidently to make high-stakes decisions such as admissions.
  • This new test will be introduced in September 2005, and it assesses all four language skills, including Listening, Speaking, Reading, and Writing.
  • While we’re improving the test we’re also improving our service. Test takers can now register online to take the computer-based and paper-based TOEFL and TSE. When the new test begins in September 2005 test takers will be able to see their scores online free of charge 15 business days after the test. This is a wonderful service improvement for examinees who will no longer need to wait for the mail to deliver their scores.
  • Score users also will be able to view scores online and will be able to search for specific test takers or create a list of all TOEFL examinees who requested that their scores be sent to them. The database can be sorted in a variety of ways, including first name, last name, date of birth, test center, test date which will help match students to their applications when they do not use the same spelling on the test and on their application. Online scores will contain photos and will be easy to print.


  • 1. Overview iBT/Next Generation TOEFL ®
  • 2. Why Change the Test?
    • 3 Important Reasons:
    • Speaking has been added
    • Focus on the ability to communicate
      • Measures not only how much the student knows about English, but how well he or she can use it
    • Uses integrated tasks that reflect how language is actually used
  • 3. Why Change the Test?
    • What are integrated tasks?
    • Questions that require use of more than one skill at a time
      • Read/listen/speak
      • Listen/speak
      • Read /listen /write
    • They give us a better picture of how well the student can communicate in English.
  • 4. Next Generation TOEFL iBT
    • Begins September 2005, continues into 2006
    • Tests all four skills: Reading, Writing, Listening, Speaking
    • Linear, not computer-adaptive
    • Fixed test dates, not continuous testing
    • Note taking allowed in all sections of the test
    • Test time: 4 hours
  • 5. Reading Section
    • Academic reading sets, each followed by 11-13 questions
    • Reading passages are longer than TOEFL CBT – 700 words
    • Some familiar TOEFL CBT question types
    • Some new question types
      • Fill in a table or prose summary
      • Paraphrasing
    • New! Glossary and review features
  • 6. Listening Section
    • More authentic
      • Conversations with 2 speakers – campus life
      • 4-6 lectures, some lectures include student participation
      • 5-6 questions for each listening set
      • Includes a variety of global English accents
    • Some familiar TOEFL CBT question types
    • New questions measure understanding of a speaker’s attitude or purpose
  • 7. Speaking Section
    • 2 independent tasks about familiar topics
      • Responses based on personal experience
    • 4 integrated tasks
      • 2 Reading/Listening/Speaking tasks
      • 2 Listening/Speaking tasks
      • Responses based on what was read and heard
      • Academic and campus-based material
      • Short listening and reading material
  • 8.  
  • 9.  
  • 10.  
  • 11. Writing Section
    • 1 Reading/Listening/Writing task
      • Short academic listening and reading material
      • Response based on what was read and heard
    • 1 independent task
      • Response based on personal experience
  • 12.  
  • 13.  
  • 14.  
  • 15. TOEFL Practice Online
    • Free
    • View the Reading, Writing, Listening and Speaking portions of the new test
    • Listen to a Speaking demonstration , including sample questions and sample responses
    • Discussion board
    • For a Fee
    • Practice the Reading, Listening, and Writing sections ($20)
      • Receive instant scores and performance feedback
    • Scored Speaking practice available through TAST Practice ($30)
  • 16. TOEFL iBT A Breakthrough in Testing
    • iBT allows ETS to capture speech and score responses in a standardized and fair manner.
    • ETS plans to expand test access from a few hundred test centers today, to thousands of test centers over the next 3 years.
  • 17. Internet-Based Testing
    • Administered via official Internet-based testing (iBT) network
    • Security measures to ensure test integrity and score authenticity
    • Moving from continuous to fixed-date testing for TOEFL starting in September 2005
    • A fixed testing schedule will require many more test centers than now used
  • 18. Internet-Based Testing
    • Test center network will expand so that test-takers have increased geographic access to tests
    • Based on volume and test center capacity, most areas will have 30-40 administrations per year
    • See www.ets.org/ecep for specific information
    • Write [email_address] with questions
  • 19. TOEFL iBT High Standards of Quality
    • A phased approach is necessary to ensure ETS’ high standards of quality.
    • Test and score integrity require a successful transition worldwide.
    • Our entire system must work reliably in initial locations so that it can have a successful rollout elsewhere.
  • 20. TOEFL iBT A Phased Approach
    • The new test begins September 2005
    • CBT testing ends in the U.S. in mid-September, and iBT begins September 24, 2005
    • Canada, Germany, France, and Italy begin in October 2005
    • CBT & PBT continue until launch of iBT in other parts of the world
  • 21. TOEFL iBT A Phased Approach
    • TOEFL iBT launches in the rest of the world in 2006
    • At no time will test takers be unable to take TOEFL
    • Rollout schedule will be posted on our Web site by November 1, 2005
  • 22. Improving Service
    • For test takers
    • Now - online registration for TOEFL CBT, PBT and TSE
    • In September 2005 – scores available for viewing online free of charge 15 business days after the test
    • Feedback on performance
  • 23. Improving Service
    • For score users
    • Scores viewable online 15 business days after the test
    • “ Print friendly” format, with photo
    • Sortable database in 2006 to assist in matching scores with applications
  • 24.
    • Help Line for TOEFL Score Users:
    • 1-609-683-2008
    • [email_address]
    • www.ets.org/toefl
    We’re Here to Answer Your Questions