How the TOEFL Measures Academic English Skills

Article Level: C1-C2

Explanation: This article explains how the TOEFL assesses academic English by testing reading, listening, speaking, and writing through realistic university tasks, ensuring learners are prepared for higher education in English.

Commonly Used Words from the Article

     1. Competence /ˈkɒmpɪtəns/ (noun): The ability to do something successfully or efficiently.

         Academic competence requires more than basic language knowledge.

     2. Coherence /kəʊˈhɪərəns/ (noun): Logical and clear connection of ideas.

          The presentation was praised for its coherence.

     3. Sustained /səˈsteɪnd/ (adjective): Continuing over a long period of time.

         TOEFL listening tasks demand sustained attention.

    4. Rubric /ˈruːbrɪk/ (noun): A set of criteria used for evaluation.

        Each response is marked according to a strict rubric.

    5. Synthesise /ˈsɪnθəsaɪz/ (verb): To combine ideas into a coherent whole.

        Students must synthesise information from different sources.

 Phrasal Verb

• Focus on /ˈfəʊkəs ɒn/ : To give special attention to something.
  
  Academic language tests focus on real university tasks.

 Idiom

• At the heart of /æt ðə hɑːt əv/ : The most central or important part of something.

  Communication is at the heart of academic success.
  
  

Read more: How the TOEFL Measures Academic English Skills

 How the TOEFL Measures Academic English Skills

The Test of English as a Foreign Language (TOEFL) is one of the most widely recognised assessments of academic English proficiency. Designed for students who plan to study at university level, the test evaluates how effectively candidates can use English in realistic academic contexts. Rather than dealing with isolated grammar rules, TOEFL aims to focus on whether a learner can function confidently in an English-speaking academic environment.

At the heart of the TOEFL is an integrated skills approach. The exam measures four key competencies: reading, listening, speaking, and writing. Each section mirrors tasks that students are likely to encounter at university, such as understanding lectures, analysing academic texts, and presenting ideas clearly. This structure ensures that language ability is assessed not as abstract knowledge, but as practical academic performance.

The reading section evaluates a candidate’s ability to comprehend complex academic passages. Texts are typically drawn from university-level textbooks and require test-takers to identify main ideas, recognise arguments, and infer meaning from context. Vocabulary knowledge is tested indirectly, as candidates must deduce meanings rather than rely on memorised definitions.

Listening tasks involve lectures and campus conversations, reflecting real-life academic situations. Candidates are expected to follow extended spoken discourse, recognise attitudes and purposes, and connect ideas across longer stretches of speech. This section highlights the importance of sustained attention and effective note-taking skills, which are essential for success in higher education.

Speaking and writing sections are particularly distinctive because they often integrate multiple skills. For example, a speaking task may require candidates to read a short text, listen to a lecture, and then summarise the relationship between the two. These tasks are designed to test how well learners can synthesise information and express it coherently. As a result, TOEFL places strong emphasis on genuine academic communication rather than surface-level fluency.

Another defining feature of TOEFL is its standardised scoring system. Responses are evaluated using detailed rubrics that focus on clarity, coherence, grammatical accuracy, and lexical range. This allows institutions to make fair comparisons between candidates from different linguistic backgrounds. The test is also regularly reviewed and updated to ensure that it reflects current academic language use and research standards.

Ultimately, TOEFL provides a comprehensive assessment of a learner’s readiness for academic study in English. By replicating authentic university tasks, it offers both institutions and students a reliable indicator of academic language competence. For learners aiming to succeed in an international academic setting, understanding how TOEFL measures these skills is a crucial first step.

Grammar Notes

• The article mainly uses complex sentence structures, passive voice, and abstract noun phrases, which are characteristic of advanced academic English.
  
  

  Mini lesson:

  • Passive voice (e.g. “Responses are evaluated using detailed rubrics”) helps maintain an objective and formal tone.

  • Relative clauses (e.g. “tasks that students are likely to encounter”) add clarity and specificity.

  • Nominalisation (e.g. assessment, evaluation, competence) allows ideas to sound more academic and concise.
    
    

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Five Questions Based on the Article

• Why does the TOEFL aim to focus on real academic communication rather than isolated grammar rules?

• How does the integrated skills approach reflect university-level expectations?

• What academic abilities are tested in the TOEFL listening section?

• Why are speaking and writing tasks designed to integrate multiple skills?

• How do scoring rubrics ensure fairness in TOEFL assessment?
  
  

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