The document is a test preparation guide for the Test of English as a Foreign Language (TOEFL), detailing its design and structure, which measures English proficiency in various academic settings. It discusses the evolution from discrete-point testing to the integrated skills approach of the TOEFL iBT, focusing on reading, listening, speaking, and writing components. Additionally, it provides insights into test strategies, question types, and scoring criteria for each section.

1. Test Preparation Guide
Compiled by: Belachew Weldegebriel (E-mail: bellachew@gmail.com)

2.  The Test of English as a Foreign Language (TOEFL) is a standard test designed to
measure the ability to understand and to use English as it is used in North
American academic setting, such as university.
 Standardized tests are widely used in the United States for college and graduate
school admissions and professional licensing.
 The TOEFL is produced and administered by the Educational Testing Service
(ETS), a private not-for-profit company based in Princeton, New Jersey.

3.  Before 1998 the TOEFL was based on a model of language testing known as
discrete-point testing.
 A discrete-point language test measures one isolated aspect of language
knowledge and makes projections from this measurement about language
proficiency.
 For example, on earlier versions of the test, a test takers performance on
questions that tested the meaning of vocabulary words was considered to be
predictive of the test taker’s reading comprehension skills.

4.  The TOEFL Computer-based test (CBT) which was launched in 1998
maintained some discrete-point testing, but it included direct skill testing as
well.
 A test takers reading comprehension skills were measured on the TOEFL
CBT not only by his or her knowledge of the meaning of vocabulary words,
but by the ability to infer the meaning of a word from the context of a
reading passage, identify the main idea of the passage, make inferences
about the author’s meaning, and so on - all reading skills that any good
reader must use.

5.  A test taker’s writing skills were measured on the TOEFL CBT not
only by his her knowledge of the rules of English sentence structure
but by the ability to apply those rules, as well as the rules of discourse
organization, vocabulary usage and so on, in writing an actual essay.

6.  The TOEFL internet-based test (iBT) launched in 2005 includes no
discrete point testing.
 TOEFL iBT is a direct measure of the test takers communicative
abilities in all four basic skills – reading, listening, speaking and
writing.

7.  TOEFL iBT measures receptive and expressive skills equally.
 Half the total score on the test is based on reading and listening skills
– on how well you receive and understand English.
 Half of the total score is based on speaking and writing abilities –
how well you express yourself using English.
 TOEFL iBT measures integrated skills. In the speaking and writing
sections of the test there are several questions in which you must read
and/or listen, then speak or write based on what you read and heard.

8.  TOEFL iBT includes no discrete point testing. Your knowledge of the
grammar of English is measured within the skills section of the test.
For example, you must correctly apply rules of English grammar when
speaking or writing on the test.

9.  TOEFL iBT uses more authentic language in the reading and
listening passages. For example, in the listening section, speakers in
a conversation may interrupt each other, just as two people naturally
do when engaged on conversation.

 TOEFL iBT allows note taking. You can and in fact should take
notes in every section of the test.

10. READING
 This section measures the ability to read, understand, and analyze
short passages similar in topic and style to those that North
American college and university students encounter in their courses.
It contains three to five reading passages.

11.  This section measures the ability to read understand and analyze
short passages.
 It contains three to five reading passages.
 Each passage is roughly 675 to 725 words in length. Passages
generally follow the typical American English organizational
structure – a one paragraph introduction, which includes a thesis
statement, body paragraphs that develop the most important points
as expressed in the thesis statement and a one paragraph conclusion
that summarizes.

12.  There are 10 different types of TOEFL iBT Reading section
questions. They can be divided into three general categories
according to what each is testing:
1) understanding of language use
2) basic comprehension
3) the ability to read to learn

13.  Language use questions test understanding of how language is used
to express meanings and how to determine these meanings while
reading.
 For example one type of language use question tests understanding
of the meaning of a word.

14.  Basic comprehension questions test understanding of details
presented in a passage and the ability to make inferences based on
the information in a passage.

15.  Reading-to-learn questions test the ability to analyze and synthesize
information while reading in other words, they test the ability to learn
while reading.
 For example one of these questions tests the ability to summarize the
most important points of a reading passage.

16.  Whenever a question refers to a specific word or sentence in the
passage, the word or sentence is highlighted. You don’t need to search
for it.
 Also many detail questions on TOEFL iBT identify the particular
paragraph in which the answer can be found, so you do not need to
scan the passage in order to find the relevant information in the
passage for a detail question.

17. This type of question requires you to understand why the
author has included a piece of information. Because the
answer to this question is not directly stated in the reading
passage, you need to understand the main point of the
paragraph and how the referenced information is related to
the main point of the paragraph in order to solve this type of
question.

18.  Why does the author mention (X)?
 The author mentions (X) in order to…
 The author includes the information of (X) in order to…
 The author uses (X) as an example of…
 The author mentions (X) for which of the following reasons?
 The author does (X) in order to…
 What is the author’s purpose in mentioning…

19.  As the names suggest you must drag answer choices with your
mouse and drop them into the appropriate place in a chart.
 These two question types are also different from the others because
they are each worth more than one point; each can be 2 or 4 points. A
note appears with these questions telling you their point value.

20.  The passages cover a variety of subjects. Don’t worry if you are
unfamiliar with the topic of the passage. All the information needed
to answer the questions is in the passage (ETS; 2017: p 37)
 Key TOEFL reading strategies
 Skim the reading passage
 Recognize paragraph structure
 Increase your speed with keywords

21. LISTENING
 The Listening section of TOEFL measures the ability to understand
English as it is spoken in North American Academic settings. The
section contains:
 Two conversations between two people each followed by five
questions.
 Two lectures with student comments and questions, each followed
by six questions.
 Two straight lectures, each followed by six questions.

22.  The conversations are generally between a student and a professor
or other university staff member such as a librarian, counsellor,
administrative assistant in a university office and so on.
 The conversations are usually a problem/solution type, where the
student needs assistance from the other person and must explain his
or her needs in an attempt to obtain the desired assistance, and the
other person attempts to assist the student.

23.  The lectures are on a range of topics covering history, art, business, science,
and social science. A basic introductory level understanding of a variety of
fields will make the lectures (and reading) much easier to follow.
 Markers of authentic speech – such as pauses, digressions, interruptions,
hesitations, false starts (I’m not . . . I don’t really know the answer to that
question), idioms (e.g. “I don’t have a clue what you mean.”), and colloquial
language (e.g. The scientists were sort of surprised by the results”) – are
evident in both the conversations and lectures.

24.  There are eight different question types on the TOEFL iBT listening
section. You can expect to find most or all of these question types on the
lectures, but only three or four of them on the conversations.
 Listening questions can be divided into three general categories, according
to what each is testing:
1) understanding of language use
2) basic comprehension
3) the ability to listen to learn

25.  Rhetorical function (speaker to listener): 3-5 per test
 Rhetorical structure (test support): 5-6 per test

 Main idea questions (lectures only): 4 per test
 Purpose questions: 3-5 per test
 Detail questions: 12-14 per test
 Inference questions: 3-5 per test

26.  Content relationship words (lectures only) 2 per test
 For most of the language use questions you will hear an excerpt – that
is, a repeated portion – from the conversation or lecture. The excerpt
contains a word expression or comment that is the focus of the
question.
 Often the proper interpretation of the excerpt depends on the
intonation and exact word choice of the speaker.

27.  All listening section questions are four option multiple choice, with the
exception of content relationship questions.
 This question type comes in two formats, both of which present five
options. In the first format, you must choose three correct answers from
the five choices.
 In the second format you must click Yes or No for each of the five
options.
 In addition, one or two of the detail questions on lectures may ask you to
choose two correct answers out of four options.

28. SPEAKING
 There are six tasks in the speaking section. In each case, you listen to
and read both the directions and the task question.
 The first two speaking tasks are independent, meaning that you
speak about familiar topics without listening to or reading any extra
material.

29.  The remaining four speaking tasks are integrated, meaning that you
must listen to and/or read material before you speak; two of the
tasks include reading passages and a conversation or lecture; and
the two others include a conversation or a lecture only. You have 60
seconds for each integrated task.

30.  The speaking section contains six tasks on a range of topics. Tasks 1
and 2 are independent speaking tasks – you respond to a short prompt
by speaking about a familiar topic. You are scored on your ability to
speak clearly and coherently.
 Tasks 3 through 6 are integrated skills tasks – you read and/or listen
first, then speak about what you have read and heard.

31.  You may take notes while you read and listen, and use your notes to
help prepare your responses.
 You are scored on your ability to speak clearly and coherently as
well as your ability to accurately synthesize and summarize the
information you have read and heard.

32. WRITING
 The writing section is the final part of the TOEFL® test. You’ll have 50 minutes to write two
complete essays. They are known as the TOEFL integrated essay, and the TOEFL

33. WHAT ARE THE PURPOSES OF
TOEFL WRITING?
 The TOEFL Writing aims to assess your ability to:
• Synthesize and summarize what you have read in your textbooks
as well as what you have heard in and out of class.
• Form your own opinion based on the facts you have gathered.
• Demonstrate a strong primary concept and a well-structured
structure with well-developed arguments backed up by solid
proof.
• Show your knowledge on how to use grammar and language
effectively.
• Use appropriate length, tone, and conclusion on your essay .

34.  The writing task contains two tasks. Task 1 is an integrated skills
task – you read and listen first, then you write an essay based on
what you have read and heard.
 You may take notes while you read and listen and use your notes to
help prepare your essay.
 You are scored on how well you select and correctly present
information from the lecture as it relates to information in the
reading passage as well as on how well you write generally
(vocabulary, grammar, and organization).

35.  Task 2 is an independent writing task – you write an essay on a
familiar topic, based on a short prompt. You are scored on how well
you address the topic, as well as on how well you organize the essay
and use vocabulary and grammar.

36.  This is the most common essay style.
 Question 1
 Do you agree or disagree with the following statement? Overall, the
widespread use of the internet has a mostly positive effect on life in
today’s world.
 Question 2
 Do you agree or disagree with the following statement? When doing
research, it is better to use printed materials such as books and articles
than it is to use the Internet. Use specific reasons and examples to
support your answer.

37.  Question 3
 Students who are given grades work harder than those who are not.
Do you agree or disagree? Use specific reasons and examples to
support your opinion.
 Question 4
 Do you agree or disagree with the following statement? In my
country, young people have better lives than their parents had when
they were young. Use reasons and examples to support your
answer.

38. REFERENCES
 TOEFL iBT 2008-2009 Edition. Kaplan Publishing. New York
 TOEFL iBT Reading: How to Practice at Home. You Tube. TST Prep
TOEFL