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The text examines why TOEFL prep in isolation often fails to raise writing scores, highlighting students’ lack of perceived relevance between classroom tasks and test demands. It outlines classroom-to-test alignment across listening, reading, and writing/speaking cohesion, and describes teaching strategies that reduce anxiety, strengthen test-taking skills, and increase buy-in by connecting IP lessons directly to TOEFL-assessed competencies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-buy-in-integrating-iep-core-curricula-and-toefl-prep/495025/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-buy-in-integrating-iep-core-curricula-and-toefl-prep/495025.png","ImageObject",300,407,{"name":92,"@type":93},"sagouaw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does TOEFL preparation in isolation often not improve scores effectively?","Question",{"text":112,"@type":113},"The document argues that prep taken independently is not correlated with score gains in areas such as writing, partly because students do not see direct relevance between classroom activities and TOEFL tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which TOEFL skills are most connected to the IEP core curricula?",{"text":117,"@type":113},"It states that TOEFL listening and reading comprehension use question types similar to curricular materials, and that writing/speaking cohesion depends on transition words and referents or source attribution—skills addressed across multiple IP curricula.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom approach helps increase students’ buy-in for test-related activities?",{"text":121,"@type":113},"By recognizing overlap between IP lessons and TOEFL-assessed skills and explicitly sharing this connection with students, instructors increased student willingness to participate in related activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},495025,1791187915,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},3985747862151,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Creating Buy-In: Integrating IEP Core Curricula and TOEFL Prep  \nThe Test of English as a Foreign Language (TOEFL) is the standard in the college admissions process, leading to the inclusion of preparation classes in Intensive English Program (IEP) curricula. But does preparing for the TOEFL in isolation yield optimal results for IEP college hopefuls? In this article, we will share information about the structure ofthe test as well as skills needed to perform successfully. In addition, we will offer teaching strategies and activities that we have found useful in increasing student buy-in, strengthening their test-taking abilities, and building their skills in order to increase their test scores. We believe that if we can better connect what we are teaching in our other intensive English classes to skills assessed on the TOEFL, it could lead to decreased resistance to particular activities.  \n“Um … sorry. I didn’t do my homework because I had to study for the TOEFL.” This common utterance made to Intensive English Program  \n(IEP) instructors is an indication that students fail to see the connection between skills taught in IEP courses and how these are aligned with the tasks on the Test of English as a Foreign Language (TOEFL) . With more than 24 million test takers since its inception (Labi, 2010), the TOEFL is the most widely used assessment of English proficiency by universities. Of 138 institutions surveyed, 100% used TOEFL as an admission gatekeeper (Andrade, Evans, & Hartshorn, 2014) and 86% of IEP students participate in test-preparation courses either as part of their institution or as a supplemental course (Ling, Powers, & Adler, 2014). However, taking TOEFL prepin isolation has not been correlated to an increase in scores, specifically in the writing section, when compared with regular academic writing courses (Green, 2007) . Most important, students do not see the direct relevance of classroom activities to improving scores (Stoller, 1999) .  \nWhen we began teaching test-preparation courses at the University of Pennsylvania, we were a little nervous. What did we know about the TOEFL?  \nThe CATESOL Journal 30.2 • 2018 • 65  \nSometimes students told us, instructors in the Intensive Program (IP), about their experiences taking the test, or maybe they complained about having to study for the TOEFL in addition to their regular core courses, but since we ourselves had not taken it and had no reason to learn about it, we were a little intimidated. We knew how to teach prep activities; we knew how to present test-taking strategies; we were experts in teaching reading, writing, listening comprehension, and speaking improvement. Indeed, we were even certified examiners ofthe International English Language Testing System (IELTS) test, another standardized English language tool for assessing competency. Despite these qualifications, we thought we needed firsthand experience taking the test. Therefore, we decided to take the test ourselves to better understand the experience for our students. It was an eye-opening experience.  \nThe way the test was administered led to high levels of anxiety. For example, we were checked in with airport-like security and restricted from having water in the crowded test room. Since there were at least 15 other test takers in the room, background noise was a concern. It was quite distracting to hear candidates in the speaking section while we were trying to concentrate on other sections of the test. Additionally, it was not unusual for computers to malfunction during the test. Twice we had to get up and seek help, only to miss vital instructions. Even as native English speakers, we found these complications distracting and anxiety inducing.  \nEven though we shared our students’ anxiety while taking the TOEFL, we also gained immeasurable insight from that experience that helped when preparing our test-preparation courses. In addition to helping us prepare the test-preparation courses, one thing that ","cbCaiitLbYRl8sn1","https://ap.wps.com/l/cbCaiitLbYRl8sn1","pdf",146839,12,"English","# Overview of the Receptive Tasks: Reading and Listening\n## Reasons students resist TOEFL prep\n## Classroom-to-test skill alignment\n## Teaching strategies to increase buy-in","[{\"question\":\"Why does TOEFL preparation in isolation often not improve scores effectively?\",\"answer\":\"The document argues that prep taken independently is not correlated with score gains in areas such as writing, partly because students do not see direct relevance between classroom activities and TOEFL tasks.\"},{\"question\":\"Which TOEFL skills are most connected to the IEP core curricula?\",\"answer\":\"It states that TOEFL listening and reading comprehension use question types similar to curricular materials, and that writing/speaking cohesion depends on transition words and referents or source attribution—skills addressed across multiple IP curricula.\"},{\"question\":\"What classroom approach helps increase students’ buy-in for test-related activities?\",\"answer\":\"By recognizing overlap between IP lessons and TOEFL-assessed skills and explicitly sharing this connection with students, instructors increased student willingness to participate in related activities.\"}]","Creating Buy-In - Integrating IEP Core Curricula and TOEFL Prep | PDF",1790901691]