[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-488318-105":59,"doc-detail-488318-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","toefl-ibt-training-in-the-call-classroom","TOEFL iBT training in the CALL classroom","","This paper describes a CALL course for EFL students at a Japanese university that uses Moodle quiz activities together with NanoGong to simulate TOEFL iBT-style speaking and writing tasks. It outlines the instructional design created for high-level first-year business students preparing for the TOEFL, discusses both pedagogical and technical challenges, and explains how the team addressed them. Student end-of-semester survey results and qualitative interviews are used to evaluate learner anxiety and responses to simplified scoring rubrics. The paper concludes with practical recommendations for educators implementing iBT training via Moodle.",{"@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":30,"@type":76,"position":81},"https://docshare.wps.com/document/technology/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/toefl-ibt-training-in-the-call-classroom/488318/",{"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/toefl-ibt-training-in-the-call-classroom/488318.png","ImageObject",300,407,{"name":92,"@type":93},"BAd apple","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-09","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What tools were used to simulate TOEFL iBT speaking and writing in the CALL course?","Question",{"text":112,"@type":113},"The course used Moodle quiz activities together with NanoGong, a sound-recording plugin, to simulate TOEFL iBT-style speaking and writing exercises.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why was the course designed around TOEFL iBT for first-year business students?",{"text":117,"@type":113},"Students were expected to take the TOEFL in the near future for study-abroad exchange programs, and the faculty required a minimum TOEFL score for graduation, so the course focused on improving TOEFL writing and speaking test-taking abilities.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of feedback were collected from students?",{"text":121,"@type":113},"The paper shares feedback from an end-of-the-semester survey and from qualitative interviews, focusing on learner anxiety toward peer assessment and positive responses to simplified scoring rubrics.","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},488318,1791535833,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":29,"category_name":30,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"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":145},19241458193282,"https://us-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","TOEFL iBT training in the CALL classroom  \nThis paper describes a CALL course for EFL students at a Japanese university in which Moodle quiz activities were used in conjunction with NanoGong (a sound-recording plugin) to simulate TOEFL iBT-style speaking and writing exercises. In addition to describing and sharing  \nAaron P. Campbell  \nKyoto University of Foreign Studies [a_campbell@kufs.ac.jp](a_campbell@kufs.ac.jp)  \nRichard Silver  \nRitsumeikan University [richinwit@hotmail.com](richinwit@hotmail.com)  \nForum  \nour experience implementing the course, we also share survey and interview feedback from students, which touches upon themes such as learner anxiety toward peer assessment anda positive response toward the use of simplified scoring rubrics. We conclude with some practical suggestions for teachers interested in carrying out iBT training with Moodle in their CALL rooms.  \nIntroduction  \nIn early 2010, we were put in charge of designing a spring semester CALL class for the highest level, first-year students in the business faculty of our university. Knowing that some students would be taking the TOEFL in the near future in order to study abroad as part of exchange programs, and since the faculty had set a minimum TOEFL score for graduation, we chose to design a course based around improving the students’ test taking ability on the writing and speaking parts of the TOEFL iBT. We thought that not only would weekly training improve their scores on the test and potentially be motivating for them, but we also recognized the educational value of the iBT; namely, that its exercises demand high standards of expressing oneself in English in a timely, structured, clear, and, in some cases, opinionated fashion. Whether or not students would actually take the TOEFL iBT exam, we believed that time spent on these 217  \nThe jalt call Journal 2011: Forum  \niBT exercises would be of long-term benefit to the students, especially in terms of communicating clearly in speech and writing. We also felt that it would improve students’ ability to write using a keyboard and browser-based text entry form – something identified in previous research as being an area in which Japanese students could benefit from training (see McDonald & Foss, 2007; Susser, 2008)– as well as increase practical language-related skills.  \nThe purpose, therefore, of this paper is to share what we did in this class and what we learned, in the hope that it may be beneficial to other educators interested in either using the CALL classroom to improve their students’ speaking abilities or for TOEFL iBT training. After describing how we set-up and implemented the course on Moodle to attempt to simulate iBT testing conditions, we will discuss the main problems we encountered – both pedagogical and technical – and what we did to overcome them. We will also share student feedback from an end-of-the-semester survey and from qualitative interviews. Finally, we will make specific recommendations to other educators hoping to use the CALL classroom in a similar way.  \nThe tOEFl iBt  \nEvery year almost a million people across 165 countries take the TOEFL exam (Educational Testing Service, 2010a) as part of their efforts to secure admission to schools of their choice, win scholarships, gain professional accreditation, apply for visas, etc. Described as a test aimed at “measuring non-native speakers’ ability to use English to communicate effectively in college and university settings,” it is used by over 6,000 colleges and universities worldwide, as well as by government organizations and agencies (Rilcy & Wyatt, 2009).  \nWhether or not we, as language educators, believe the TOEFL to be an accurate measure of a learner’s true command of the English language, or even whether we disagree with the whole premise of a worldwide, standardized English test (see McCrostie, 2006) or its inevitable washback effect in language education (Bailey 1999; Cheng, 2008), the practical value of the TOEFL ","cbCaiaTKYlNu47Yt","https://ap.wps.com/l/cbCaiaTKYlNu47Yt","pdf",453236,13,"English","# Introduction\n# The TOEFL iBT\n# Our CALL course","[{\"question\":\"What tools were used to simulate TOEFL iBT speaking and writing in the CALL course?\",\"answer\":\"The course used Moodle quiz activities together with NanoGong, a sound-recording plugin, to simulate TOEFL iBT-style speaking and writing exercises.\"},{\"question\":\"Why was the course designed around TOEFL iBT for first-year business students?\",\"answer\":\"Students were expected to take the TOEFL in the near future for study-abroad exchange programs, and the faculty required a minimum TOEFL score for graduation, so the course focused on improving TOEFL writing and speaking test-taking abilities.\"},{\"question\":\"What kinds of feedback were collected from students?\",\"answer\":\"The paper shares feedback from an end-of-the-semester survey and from qualitative interviews, focusing on learner anxiety toward peer assessment and positive responses to simplified scoring rubrics.\"}]","TOEFL iBT training in the CALL classroom | PDF",1790812513,33]