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This classroom research investigates student perceptions of performance on TOEFL iBT independent writing tasks, using multiple measures to track changes across training. Seven first-year Japanese students completed a 15-week writing course. Open-ended questionnaires and interviews captured shifts in perceived performance, while proficiency-related data and descriptive essay statistics were collected. Results indicate stable perceptions, with increases in rater scores and essay length but limited gains in syntactic complexity.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-perceptionsand-performance-on-toefl-ibt-independent-writing-tasks-paper/488127/",{"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/student-perceptionsand-performance-on-toefl-ibt-independent-writing-tasks-paper/488127.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-07","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main focus of the classroom research?","Question",{"text":112,"@type":113},"The study examined students’ perceptions of their performance on TOEFL iBT independent writing tasks and how those perceptions changed with practice and training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated and how long was the writing course?",{"text":117,"@type":113},"Seven first-year Japanese students participated in a 15-week TOEFL writing course.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes were observed in essay scores and language quality?",{"text":121,"@type":113},"Essay rater scores and essay length increased, while syntactic complexity showed only limited improvement and student perceptions changed little over time.","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},488127,1790822979,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Student Perceptionsand Performance on TOEFL iBT Independent Writing Tasks  \nJohn Peloghitis  \nTokai University  \nReference Data:  \nPeloghitis, J. (2014). Student perceptions and performance on TOEFL iBT independent writing tasks. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT.  \nThe writing section of the TOEFL continues to be an obstacle for Japanese students hoping to study abroad. This paper is a report of a classroom research study into student perceptions of their performance on the independent task writing of the TOEFL iBT that used various measures of performance to gain insight into the changes that occur in students with more practice and training. Seven 1st-year Japanese students enrolled in a 15-week TOEFL writing course participated in the study. Open-ended questionnaires and interviews were used to track changes in how students perceived performance. Various measurements of proficiency were also collected. Students had common concerns such as time management and word processing skills that they believe influenced their performance. These perceptions changed little over time. Descriptive statistics of the essays indicated that although rater score and length of essay increased, syntactic complexity did not greatly improve.  \n海外留学を目指す日本人学生にとってTOEFLのライティング・ セクションは障壁であり続けている。本稿は,TOEFL iBT インディペンデント・ タスク・ ライティングの成績に対する学生達の意識に関する授業研究報告であり,演習と訓練を重ねるにしたがって生じた彼らの意識変化を理解するために複数の英語力測定を行っている。研究参加者は15週間のTOEFLライティング・コースを受講した大学1年生7名である。自由記述形式の質問票とインタビューを用いて成績に対する意識変化を記録し,英語力を測る様々なデータも収集した。学生達の間には,時間管理やワープロ技術など,彼らの成績に影響を与えたと考えるものへの共通の懸念が見られ,受講期間中に変化することはなかった。エッセイの評価スコアと長さが伸びた一方で,統語的複雑性には大きな向上がなかったことがエッセイの記述統計によって示唆された。  \nP  \nroducing a coherent and fluent piece of writing is often one of the most challenging tasks that language learners face. Success depends on integrating a variety of writing skills and strategies (Matsuhata, 2000) and familiarity with rhetorical conventions and genre types  \n(Olshtain & Celce-Murcia, 2003). For a growing number of Japanese students who need to take the TOEFL iBT (Internet-based test), which contains a writing component, success is measured in meeting minimum targets. Japanese English language learners, in particular, have difficulties in written performance. In a study by Kroll (1990), Japanese test-takers ranked worst in rhetorical competence, had the most errors, and generated the smallest corpus. Izzo (2002) had similar findings and claimed that Japanese students are not meeting the writing standards expected of university EFL students. A primary reason is that writing does not fit into Japan’s exam culture because it is difficult to assess, due in part to the limited language proficiency of the teachers (Hamp-Lyons, 2007). On the writing section of the TOEFL iBT, Japan was one of the lowest ranked countries in Asia in 2012, with an average writing score of 18 (out of a possible 30). Only  \nJALT2013 CONFERENCE PROCEEDINGS  \nONLINE NEXT PAGE 􀁘 FULL SCREEN 716  \nPELOGHITIS • STUDENT PERCEPTIONS AND PERFORMANCE ON TOEFL IBT INDEPENDENT WRITING TASKS  \nCambodia and Mongolia had a lower average score, according to Educational Testing Service (ETS; 2012) .  \nThis issue will become more pressing if the Japanese government succeeds in making TOEFL mandatory for entrance exams to all Japanese universities starting in fiscal 2015. A plan has been introduced that would require students at 30 elite colleges to score a total of 90 (out of a possible 120) to graduate and mandates that all high school students score 45 or better (Matsutani, 2013). To address these developments, English language teachers in Japan need a better understanding of their students’ needs and experience, as well as their assumptions about writing, to provide meaningful and relevant instruction.  \nThere are many factors that can influence written performance and how learners perceive performance. Kobayashi and Rinnert (2002) argued that a learner’s L1 can play a pivotal role. Learners who share the sam","cbCainGha3aMqne3","https://ap.wps.com/l/cbCainGha3aMqne3","pdf",638047,"English","# Study background\n## Course context and participants\n## Data collection methods\n# Writing performance measures\n## Perceptions over time\n## Essay statistics results","[{\"question\":\"What was the main focus of the classroom research?\",\"answer\":\"The study examined students’ perceptions of their performance on TOEFL iBT independent writing tasks and how those perceptions changed with practice and training.\"},{\"question\":\"Who participated and how long was the writing course?\",\"answer\":\"Seven first-year Japanese students participated in a 15-week TOEFL writing course.\"},{\"question\":\"What changes were observed in essay scores and language quality?\",\"answer\":\"Essay rater scores and essay length increased, while syntactic complexity showed only limited improvement and student perceptions changed little over time.\"}]","Student Perceptionsand Performance on TOEFL iBT Independent Writing Tasks - Paper | PDF",1790810463,25]