iBT TOEFL

The iBT TOEFL has now been around for long enough for us to evaluate what we are doing. Are the materials appropriate? How much time do students need in a TOEFL specific class, and how much in general English? How much iBT type material can, or should, be incorporated into the regular program?

One thing that works well is having students respond in writing to readings or listenings in other classes. I think it's good practice for all. The same goes for short speaking responses to readings or listenings. I like to have students do their speaking in pairs; one listens while the other speaks, and then they switch. I can go around the room and monitor and still get a good idea of who is doing well. I take some notes as I listen in, and review problems and make suggestions at the end of the pair exercise with the whole class.

Students still want grammar, but no longer do I have students in TOEFL class just because they want more grammar. Generally, the TOEFL class has students that are going to take the TOEFL, or that are aware of the value of working on all the skills.

The students' biggest problem in San Diego is a 3 month wait to take the iBT. It's difficult to sign up for anything in the near future. Some students are going to Los Angeles where there appear to be more test centers.