Lucas: Teaching TOEFL iBT through Moodle

Teaching TOEFL iBT through Moodle

Matt Lucas
Kansai University

S
tudents studying for the TOEFL Internet-based test (iBT) for the first time

can find themselves daunted not only by what is expected of them in the

test, but also by how to navigate the online environment itself. Using the

software package Moodle (Dougiamas, 2002) as the basis for a preparatory TOEFL

iBT course, this report looks at some simple but effective ways of how to overcome

these difficulties.

Problems

One of the main problems for TOEFL iBT students is a lack of experience with which

to form realistic expectations of the test (Bussinger, 2013). Many students are

unfamiliar with the different needs of the independent tasks (where students provide

their own evidence for a position) and the integrated tasks (where students critically

evaluate sources of information). Another problem is insufficient background

knowledge of L2 academic discourse (Silva, 1993). This can manifest at a skills level,

such as not knowing how to correctly structure an argument or synthesize different

sources of information, or at a linguistic level, such as not knowing how to distinguish

levels of register or how to correctly use markers and conjunctions. A final reason is

that the learning context itself might be problematic (Toyoda, 2001). In addition to the

task of students having to navigate an online system, there is also the challenge of

encouraging student-centred independent learning–particularly outside the classroom–

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if success in the test is to be achieved. Motivational problems may impose further load

on students (Ushida, 2005).

Solutions

A general solution for the problems mentioned above is to provide a logical framework

with which to build a foundation of academic skills in conjunction with appropriately

tailored features of Moodle (Campbell & Silver, 2011). This can be achieved through a

structured syllabus based on alternating cycles of independent and integrated tasks for

both the speaking and writing sections of the test. This enables students to familiarize

themselves with not only the test format itself, but also the tasks contained therein. In

order to address the discourse issues, a thorough debriefing of tasks followed by

exemplification and critiquing both by teacher and peers is one recommendation.

Repeating this process also enables students to build confidence within an online

learning environment, particularly with extending such skills beyond the scope of the

classroom. In order to improve this further, the notion of structure is also important in

terms of assessment. Weekly homework tasks based on class discussions and tasks

supplemented by independent research are helpful in facilitating student-centred

learning, as well as increasing motivation. One way to enhance this further is by

helping the students assume responsibility for their work by collating their weekly

assignments into portfolios to be submitted twice a semester.

Advantages of Moodle

Although some of the suggested solutions above may also be achieved within a

traditional classroom context, the benefits of using Moodle for the TOEFL iBT are

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manifold. A significant justification is that since the iBT is an online testing system it

seems reasonable to run a preparatory course in a similar way. Thus, Moodle provides

an ideal platform with which to do this. Specifically, the front page can be programmed

in such a way as to alternate between cycles of independent and integrated tasks.

Integrated tasks also have the advantage of using authentic materials in the form of

relevant online resources such as videos and articles. Homework can be easily assessed

and peer-reviewed using the Forum option. It is also possible to create simulated iBT

tests using the Quiz option. The sound recording plug-in is particularly useful for

simulating the speaking component of the test. Furthermore, repeated practice of tasks

over the course of a semester often yields marked improvement. This can be observed

directly by both the teacher and peers through comparing pieces of work at different

points in time with the convenience of a paperless domain. Observing such

improvement also serves to enhance motivation.

Conclusion

In spite of the problems that many students potentially face with the prospect of

studying for the TOEFL iBT, the execution of a logical, structured approach through

the medium of Moodle can allow most difficulties to be overcome and thereby lead to

a rewarding learning experience for both student and teacher alike.

References
Bussinger, C. (2013). TOEFL iBT in Japan: Creating a testing center, designing a
preparation course. Thailand TESOL International Conference Proceedings
2013, 149-164.
Campbell, A. P., & Silver, R. (2011). TOEFL iBT in the CALL classroom. The JALT
CALL Journal, (7)2 217-229.
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Dougiamas, M. (2002). Moodle Pty Ltd. Australia: Perth.

Silva, T. (1993). Towards an understanding of the distinct nature of L2 writing: The
ESL research and its implications. TESOL Quarterly, 27(4) 657-677.
Toyoda, E. (2001). Exercise of learner autonomy in project-oriented CALL. CALL-EJ
Online, (2)2.
Ushida, E. (2005) The role of students’ attitudes and motivation in second language
learning in online language courses. The Computer Assisted Language
Instruction Consortium Journal, (23)1 49-78.

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