Outline

Introductory Paragraph
Hook: TOEFL certifications have existed since 1964
Thesis statement/Research Question: What do students prefer: essay
questions or grammatical editing? A contrast between ITP and IBT writing
assessment approaches regarding students’ perspectives
Body
Paragraph 1: Contrast between ITP and IBT
Supporting Idea 1: Characteristics of Institutional Testing Program
(ITP)
Supporting Idea 2: Characteristics of Internet-based Test (IBT)
Supporting Idea 3: Contrast of their writing assessment approaches
Paragraph 2: Results of the evaluation
Supporting Idea 1: Results of the question: What is easier for them:
essay questions or grammatical editing?
Supporting Idea 2: Results of the question: Why do they think so?
Supporting Idea 3: Results of the question: Do they think editing
grammar gets them a better score?
Supporting Idea 4: Results of the question: How do they feel
regarding time limit and minimum of words?
Supporting Idea 5: Results of the question: Which method do they
think best depicts their true level?
Supporting Idea 6: Results of the question: What do they prefer:
easy test or one that actually challenges them?
Conclusion: students lean towards communicative skills and trusting their own
writing skills.
Summary: students prefer to edit their own words and write with the
vocabulary they are familiar with. They feel more confident when using their
own ideas rather than metalinguistic knowledge
Clincher: Being “free and creative” is more appealing to the ultimate
language goal: to communicate. And students want to be able to do so.
 Essay Questions vs Grammar Editing: Students’ Choice Awards

TOEFL certifications have existed since 1964. Their purpose was to assess international students
who wanted to study in the United States (Manhattan Review, n.d.). Ever since its approval, TOEFL
has been considered a “requirement” when applying for an international program. It is no longer
restricted to the US but is now accepted and preferred by most worldwide institutions (ETS TOEFL,
n.d.). This makes TOEFL almost as essential as the degree itself. However, nowadays, TOEFL offers
different alternatives. This research focuses on the writing section of two of them: TOEFL ITP and
IBT.

Institutional Testing Program, or TOEFL ITP, is “a tool for universities and colleges to track
language levels” (Global Exam Blog: Become a Global Player, n.d.). ITP is an examination for those
who wish to know their English level for work or academic purposes and is commonly accepted
only by universities in countries whose national language is not English (Teixeira, 2013). On the
other hand, Internet-Based Test, or TOEFL IBT, is the alternative with the most international value
and is accepted in English-speaking and non-speaking countries. They both examine writing skills.
However, ITP analyzes language structure with editing questions, while IBT has essay questions
that endorse students’ creative skills rather than grammatical structure editing (metalinguistic
knowledge) (Global Exam Blog: Become a Global Player, n.d.).

Five students, who have taken one or both certifications, were asked for their opinion
regarding both approaches to assess their writing skills. 72.7% declared essay questions were
easier than grammar editing (figure 1). They stated they were easier because they could write with
their own words, they could be creative and it was better to self-correct their own writing rather
than analyzing the syntax of any given text (figure 2). However, there is a bias that implies they
believe editing grammar on a text is helpful to obtain a more favorable score (figure 3). When
asked about a minimum of words and time limit, 60% stated they would be calmed, while 40%
affirmed they would be stressed out (figure 4). 54.5% think both approaches are equally valid to
assess their writing skills, while 36.4% trust essay questions have a better performance for the task
(figure 5). Finally, 36.4% fancy easier certifications, while the same percentage favors a test that is
both: easy to obtain and depicts their actual English level (figure 6).

It can be concluded that students have a bias towards using their own creativity through
essay questions. Even though most think analyzing grammar helps them obtain a higher score,
they feel more comfortable by trusting their own writing. As it happens, when they are time-
limited, they are more self-confident with their own written production than using metalinguistic
knowledge to recall grammatical rules for text editing. They are more secure with the knowledge
they are already familiar with and can put into practice. It can be assumed they are biased towards
creative skills. They prefer to share what they know and how they want to. Being “free and
creative” is more appealing to the ultimate language goal: to communicate. And students want to
be able to do so.
Figure 1

Figure 2

Figure 3
 Time Frame and Word Limit

s
40%

c
60%

Figure 4

Figure 5
References

ETS TOEFL. (n.d.). El examen TOEFL® le permite seguir avanzando. Obtenido de ETS TOEFL:
https://www.ets.org/es/toefl/test-takers/

Global Exam Blog: Become a Global Player. (n.d.). TOEFL IBT or TOEFL ITP: What are the
differences? Obtenido de Global Exam Blog: Become a Global Player: https://global-
exam.com/blog/en/toefl-ibt-or-toefl-itp-what-are-the-differences/

Manhattan Review. (n.d.). History of the TOEFL Test. Obtenido de Manhattan Review:
https://www.manhattanreview.com/toefl-history/

Teixeira, A. (12 de December de 2013). Diferencias entre el TOEFL iBT y el ITP. Obtenido de
VivaMundo: https://viva-mundo.com/es/noticia/post/diferencias-entre-el-toefl-ibt-y-el-itp