TOEIC: New Format - New Challenges

Gaining Real World Success with Standardized tests1Challenges and ApproachesGrant TrewVUS TESOL CONFERENCE18th July 2009

1I have been TOEIC teaching, training, close to 17 years. In charge of a large program several thousand TOEIC students Tracked student progress (IP tests) Not very good, the average student progress was not greatSo I started looking at why things were like that. I wanted to discover what worked and want didntObserved hundreds of classes**Standard approach Lots of questions, correct errors, some strats, heavy grammar

**Not very effective -Not giving em what they need!I am now sure that doing lots of test questions is not the answer

After studying the situation, and seeing first hand the things that really worked, and getting to know the test better at ETS I now feel I have a much better idea of what things really have an impact on the TOEIC.

I will share those with you today.International standardized tests like the TOEIC/Cambridge ESOL are becoming increasingly important .They are required for university students and company employees.They have impact peoples lives and futures.

2Tests like the TOEIC/Cambridge ESOL are important

2Standardized tests pose real challenges for students and teachers.Not only in terms of language skills, but also in the areas of background knowledge and culture.

3Tests like the TOEIC/Cambridge ESOL are important

3In this first section of my talk, we will focus on understanding the challenges posed by two of the most important internationally recognized tests:Test of English for International Communication (TOEIC)The Cambridge ESOL exams

4Tests like the TOEIC/Cambridge ESOL are important

4Part 1Understanding the Tests Real challengesReal world implications

55Test taking strategies are essential to help students process information quickly and efficiently

OverviewIn this part :We will examine actual sections of the Cambridge Key English Test (KET) and the TOEIC in order to better understand the real challenges that test takers faceWe will look specifically at what language skills are tested and also what background and cultural knowledge is required

6OverviewIn this part :Finally we will compare these two testing systems, the TOEIC (aimed at workplace English), and the Cambridge exams (aimed at general English) I aim to demonstrate that the gap between general/workplace English is much smaller than many believe

7Test of English for International Communication (TOEIC)Developed in the late 70s specifically to assess workplace English.Used by companies to set standards for job placement, transfer and promotionUsed increasingly by universitiesUsed in over 60 countries and taken by nearly 5 million per yearThe most commonly used form is the Listening and Reading test

8Cambridge ESOLThe oldest internationally recognized English testing system, dating back to 1913Cambridge ESOL offers an extensive range of examinations, certificates and diplomasFour skills tests (Reading, Listening, Writing, Speaking)

9Cambridge ESOLIn 2006, over 2 million people took these examinations in over 140 countries.Today we are going to look at examples from:

KET (Key English Test)

10TOEICListening Section11July 2009 - ETS introduced a new form of the TOEICThe Redesigned TOEIC aims to make the tasks more authentic and better reflect the way language is used in the real world..Now is an especially good time to look at the TOEIC.As this month TOIEC is introducing a new form of the testRedesigned TOEIC aims to make the tasks more authentic and better reflect the way language is used in the real world.As we go through this section I will explain some of the ways in which the new test has changed.First 11Part 1: Photographs12

12We will start with a look at Part 2. This is the only pure listening on the test

Part 1: Photographs13

13We will start with a look at Part 2. This is the only pure listening on the test

Part 2: Question-Response14

14We will start with a look at Part 2. This is the only pure listening on the test

Part 2: Question-Response15

15Small groups compare task answersPart 2: Question-ResponseW:Would you care to join us for dinner after the board meeting?

(A) That sounds wonderful, thank you.

Students need to understand natural language usage1616Follow-upWhat kind of question is this? YES/NO

That doesnt help Many people think the TOEIC is largely a grammar test NOT true.Strong knowledge of grammar can actually be a problem!

In order to get this you need to understand how English is used in the real world.In this case you need to understand common ways of making Requests and saying yes or no to requests.Part 3: Conversations1717Now lets have a quick look at some other parts of the test. Here are the next two sections of the listening.Past was called Short Conversations/ Short Talks - Now 3 questions in stead of one

Task:Get the correct answer.What makes this section very challenging?18

18Very memory intensiveAbility to sustain concentration very importantPart 4: Talks1919Now lets have a quick look at some other parts of the test. Here are the next two sections of the listening.Past was called Short Conversations/ Short Talks - Now 3 questions in stead of one

Task:Get the correct answer.What makes this section very challenging?Test taking strategies: 20Knowledge of the test format+Effective Listening/Reading skills

Strategies for Parts 3 & 4Predict before listeningFocus listening on the key information

20Before the listening is played for each section, the narrator reads the instructionsStudents can see the questions.These contain a lot of information about the listeningIf we can make accurate predictions before we listen it will make the listening easier, by Giving a focus for exactly what information we need to answer the questionsGiving background information which can help us to quickly understand what we are listening toStrategy: Predict before you listen21

Task:Pick out key words in the questions and answer choices Try to predict what you will hear, e.g:What is the general topic?Where is it happening?Who is speaking?Any extra details or information?(40 seconds)

21I will explain why 40 secs a little later22

2240 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge23

2340 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledgeCambridge ESOLKey English Test (KET)2425

KET Listening Part 12540 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge26

KET Listening Part 4

2627KET Listening Part 5

2740 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge28Reading Sections2840 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge29KET Reading Part 3

2940 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge30TOEIC Reading Parts 5, 6

3040 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge31KET Reading Part 2

3140 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge

32TOEIC Part 7: Reading Comprehension

32Time management Attack the questions first, easy first33TOEIC Part 7: Reading Comprehension

33Knowledge of conventions of written EnglishStudents who have an understanding of the organizational conventions, and types of language commonly found in everyday written English will do well in these sections.ErgoIn the second half I will expand on this to show you how teaching students to write, is a major benefit in helping them read to find the correct answers34

3440 secs prepElicit predictions and focusTask Get answers, check predictions (and see how much they helped), Language/skills/knowledge35KET Writing Part 9

35Starts with a reading taskLinguistically simple but needs conventions of emails36KET Speaking Part 2

36Describe task General introduction, Info gapRequesting information or even basic questionsStudents need:Familiarity with natural English usageEffective Test taking strategies (knowledge of the test format +practical reading/listening skills)VocabularyConcentration

3737Test taking strategies are essential to help students process information quickly and efficiently

Comparison and observationsClear similarities between both the skills, knowledge and language being tested and the type of tasksVery little distinction between workplace and general EnglishThe skills/language needed to get a high score on the test are the same used in everyday communication

3838Test taking strategies are essential to help students process information quickly and efficiently

39Part 2Developing Practical Skills for the TOEIC and other tests

4040Why traditional approaches to test preparation often show very limited improvementDeveloping an understanding of: Natural language usage41Common communicative functionsThe language common to those functionsVocabularyStock phrasesAppropriate organization

41Here are some examples of activities you could use to help students become aware of common language usage:

This exercise looks at the common types of ways of making requests and then has students match them to common responses. English is largely formulaic for commonly tested functions like requests, complaints, giving opinions, etc. Focused exposure to the most common phrases used in these can have a huge impact in a students ability to deal with these2. Generally drawing attention to ways that people from English speaking people do things is very import. Here is an example of common phrases used in the type of speeches common to the Part 4 talks.42

Build in support for weaker students Interaction: Students compare and discuss in pairs42Test taking strategies are essential to help students process information quickly and efficiently

Here is an example of an exercise to do that.Note:It sets clear time restraints Students must develop speed as a habit and get used to working with time constraintsPeer learning of key words. Monitoring shows me it works as well as me telling themLower ability students would find may not have the language to summarize as you guys did. We can get the same result and still support lower students with a matchup as shown43

Build up to the final activity to support weaker students Provide necessary vocabulary and phrases Group preparation/practice reinforces key language and aids peer learningTeacher monitors and assists 43**Outline activity, explain scaffolding***Explain culture note*This sort of activity is not only the most powerful for helping students internalize the stuff they need, but also more:Interesting, motivational and even fun! (not things often heard in connection with TOEIC!)

Familiarity with common language acts like a filter44

Some students may not see the reason for hands on productive practice when such things are not tested on the TOEIC.

They are!In the TOEIC the answer is often clear, However it is often buried in a lot of other distracting information.