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Verbal reports from 32 students across four language groups evaluate strategy use across ten item types, yielding insights into response behaviors prompted by the updated TOEFL reading tasks.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/strategies-in-responding-to-the-new-toefl-reading-tasks-foreword-and-abstract/487845/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/strategies-in-responding-to-the-new-toefl-reading-tasks-foreword-and-abstract/487845.png","ImageObject",300,407,{"name":42,"@type":43},"River Wang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the study?","Question",{"text":63,"@type":64},"The study focuses on the reading and test-taking strategies test takers use in the Reading section of the LanguEdge courseware for the new TOEFL.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which types of reading questions are compared?",{"text":68,"@type":64},"It compares strategies for traditional single selection multiple-choice questions with strategies for new selected-response reading-to-learn items (multiple selection and drag-and-drop).",{"name":70,"@type":61,"acceptedAnswer":71},"How were the findings derived?",{"text":72,"@type":64},"Verbal report data were collected from 32 students across four language groups, and responses representing each of ten item types were evaluated to determine strategy use.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},487845,1790899849,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","Strategies in Responding to the New TOEFL Reading Tasks  \nAndrew D. Cohen University of Minnesota  \nThomas A. Upton Indiana University—Indianapolis  \nETS is an Equal Opportunity/Affirmative Action Employer.  \nAs part ofits educational and social mission and in fulfilling the organization's non-profit Charter and Bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users of the organization's products and services.  \nCopyright © 2006 by ETS. All rights reserved.  \nNo part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Violators will be prosecuted in accordance with both U.S. and international copyright laws.  \nETS, the ETS logos, TOEFL, the TOEFL logo, and TSE are registered trademarks of Educational Testing Service (ETS) . THE TEST OF ENGLISH AS A FOREIGN LANGUAGE and the TEST OF SPOKEN ENGLISH are trademarks of ETS.  \nTo obtain more information about the TOEFL programs and services, use one of the following:  \nE-mail: [toefl@ets.org](toefl@ets.org)  \n[Web site: www.ets.org/toefl](Web site: www.ets.org/toefl)  \nForeword  \nThe TOEFL® Monograph Series features commissioned papers and reports for TOEFL 2000 and other Test of English as a Foreign Language™ (TOEFL) test development efforts. As part of the foundation for the development of the TOEFL Internet-based test (TOEFL iBT), papers and research reports were commissioned from experts within the fields of measurement, language teaching, and testing through the TOEFL 2000 project. The resulting critical reviews, expert opinions, and research results have helped to inform TOEFL program development efforts with respect to test construct, test user needs, and test delivery. Opinions expressed in these papers are those of the authors and do not necessarily reflect the views or intentions ofthe TOEFL program.  \nThese monographs are also of general scholarly interest, and the TOEFL program is pleased to make them available to colleagues in the fields of language teaching and testing and international student admissions in higher education.  \nThe TOEFL 2000 project was a broad effort under which language testing at ETS® would evolve into the 21st century. As a first step, the TOEFL program revised the Test of Spoken English™(TSE®) and introduced a computer-based version of the TOEFL test. The revised TSE test, introduced in July 1995, is based on an underlying construct of communicative language ability and represents a process approach to test validation. The computer-based TOEFL test, introduced in 1998, took advantage of new forms of assessment and improved services made possible by computer-based testing, while also moving the program toward its longer-range goals, which included:  \n• the development of a conceptual framework that takes into account models of communicative competence  \n• a research program that informs and supports this emerging framework  \n• a better understanding of the kinds of information test users need and want from the TOEFL test  \n• a better understanding of the technological capabilities for delivery of TOEFL tests into the next century  \nMonographs 16 through 20 were the working papers that laid out the TOEFL 2000 conceptual frameworks with their accompanying research agendas. The initial framework document, Monograph 16, described the process by which the project was to move from identifying the test domain to building an empirically based interpretation of test scores. The subsequent framework documents, Monographs 17-20, extended the conceptual frameworks to the domains of reading, writing, listening, and speaking (both as independent and interdependent domains) . These conceptual frameworks guided the research and prototyping studies de","cbCailkc81k0sTwL","https://ap.wps.com/l/cbCailkc81k0sTwL","pdf",4023995,173,"English","# Foreword\n## TOEFL Monograph Series and TOEFL 2000 context\n## Development milestones toward TOEFL iBT\n# Abstract\n## Study focus and research design\n## Participants, materials, and item types\n## Findings and implications","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on the reading and test-taking strategies test takers use in the Reading section of the LanguEdge courseware for the new TOEFL.\"},{\"question\":\"Which types of reading questions are compared?\",\"answer\":\"It compares strategies for traditional single selection multiple-choice questions with strategies for new selected-response reading-to-learn items (multiple selection and drag-and-drop).\"},{\"question\":\"How were the findings derived?\",\"answer\":\"Verbal report data were collected from 32 students across four language groups, and responses representing each of ten item types were evaluated to determine strategy use.\"}]","Strategies in Responding to the New TOEFL Reading Tasks - Foreword and Abstract | PDF",1790809457,436]