TOEFL iBT New Format (2026)
If you're taking the TOEFL iBT test after January 21, 2026, you'll face the updated version with new task styels, an adaptive testing experience, and a new reporting scale.
TEST FORMAT
1) READING (around 30 minutes and up to 50 items)
THREE QUESTION TYPES:
A. Complete the Words
You fill missing parts of words inside a passage. This checks context understanding plus pelling/word formation accuracy.
Example Exercise:
Fill in the missing letters in the paragraph
To study attention, psychologists ask_ _ volunteers to complete a simple computer task. Letters flas_ _ _ on a screen, and participants pressed a key when_ _ _ _ they saw a target letter. Some volun_ _ _ _ _ listened to quiet music, while others worked in silence. The resear_ _ _ _ _ compared reaction times a_ _ counted mistakes. Results showed little difference bet_ _ _ _ the two groups, but performance dropped when the ta_ _ lasted longer than ten minutes. The study sugges_ _ _ that fatigue, not background sound, affec_ _ _ accuracy.
Correct Answers:
To study attention, psychologists asked volunteers to complete a simple computer task. Letters flashed on a screen, and participants pressed a key whenever they saw a target letter. Some volunteers listened to quiet music, while others worked in silence. The researchers compared reaction times and counted mistakes. Results showed little difference between the two groups, but performance dropped when the task lasted longer than ten minutes. The study suggested that fatigue, not background sound, affected accuracy.
B. Read in Daily Life
Short, practical texts like messages, notices, quick information.
Read a notice.
Lab Schedule Update
Due to equipment maintenance, the Computer Lab will open at 11:00 a.m. on Wednesday. Students who reserved stations before 11:00 a.m. may rebook without a fee
11. Why will the lab open late?
A. A staff meeting
B. Equipment maintenance
C. A student event
D. Power outage
12. What can students with early reservations do?
A. Use another lab for free
B. Rebook without paying
C. Keep the same station automatically
D. Enter earlier with permission
C. Read an Academic Passage
A more traditional academic text with multiple-choice questions.
Many students assume that spending more hours studying automatically leads to higher scores. Yet learning research suggests that the type of practice matters more than the total time. For instance, rereading notes can create a strong feeling of familiarity, but familiarity does not always translate into being able to recall or explain ideas later. In other words, a student may recognize a definition on the page yet struggle to use it correctly on a test.
One method that often strengthens memory is retrieval practice, which involves trying to remember information before checking the correct answer. This can be done through low-stakes quizzes, writing key points from memory, or explaining a concept aloud without looking at notes. These activities may feel uncomfortable because they reveal gaps in understanding. However, that “difficulty” provides a useful signal: it shows what the learner truly knows and what still needs work.
Another method is spacing, or dividing study into shorter sessions across several days rather than one long session in a single day. Spacing gives the brain time to process and reorganize information between sessions, which can improve long-term recall. Even so, spacing and retrieval practice are less effective when attention is divided. Students who study while constantly checking messages may spend many minutes “studying,” but much of that time may not lead to strong learning.
1. What is the main idea of the passage?
A. Long study hours guarantee higher scores.
B. Study methods and focus matter most.
C. Rereading is better than quizzing.
D. Spacing helps only some students.
2. Why can rereading notes be misleading, according to paragraph 1?
A. It wastes time needed for homework.
B. It creates false confidence in learning.
C. It prevents students from taking notes.
D. It makes tests feel more difficult.
3. The passage suggests retrieval practice is useful mainly because it:
A. helps students avoid mistakes at first.
B. shows which parts are not learned.
C. reduces the need to study again.
D. makes learning feel more comfortable.
4. What does the passage imply about spacing?
A. It supports memory between sessions.
B. It works only for easy subjects.
C. It requires rereading every time.
D. It replaces the need for practice.
5. Which study plan best fits the passage’s recommendations?
A. Reread notes twice the night before.
B. Study for hours with frequent texting.
C. Use short sessions plus quick quizzes.
D. Highlight pages until they look familiar.
2) Listening (around 29 minutes and up to 47 items)
FOUR TASK TYPES:
A. Listen and Choose a Response
You hear a short line and select the most suitable reply (fast comprehension + pragmatic meaning).
Choose the best response.
You will hear: Do you know where the admissions office is?
A. Yes, I applied last month.
B. It’s in Building C, second floor.
C. I don’t like paperwork.
D. The office closes in summer.
Correct Answer: B
EXAMPLE:
B. Listen to a Conversation
Campus or daily interactions.
EXAMPLE:
You will hear:
Student: I’m worried about my presentation. I keep running out of time.
Tutor: Try using fewer examples. One strong example per point is enough.
Student: So I should cut the extra details?
Tutor: Exactly—and practice with a timer twice.
1. What problem does the student have?
A. Poor pronunciation
B. Speaking too quickly
C. Exceeding the time limit
D. Forgetting the topic
2. What does the tutor recommend?
A. Add more examples
B. Use fewer examples and practice timed
C. Change the presentation topic
D. Present without notes
Correct Answer:
1. C
2. B
C. Listen to an announcement
Short announcements and the details behind them.
EXAMPLE:
You will hear an annoucement:
Woman: Hello, everyone. I’d like to share an update about the Career Skills Workshop scheduled for this Friday. The session will be led by Ms. Renee Alvarez, a hiring coordinator from a local technology company, and it will focus on writing stronger résumés and handling common interview questions. The workshop will begin at 3:30 p.m. and will take place in Room 204 of the Student Services Center, not in the library as originally posted. Please bring either a printed résumé or a digital copy on your phone or laptop, because there will be a short review activity at the end. Also, since the room is small and interest has been high, I recommend arriving a little early to sign in and get a seat.
1. What is the announcement mainly about?
A. A workshop on career preparation
B. A change in the workshop instructor
C. A new requirement for graduating students
D. A campus job fair happening this weekend
2. Why does the speaker mention that the room is small?
A. To explain why the session will start late
B. To suggest that students should arrive early
C. To warn that computers will not be available
D. To encourage students to study in the library instead
CORRECT ANSWER:
1. A
2. B
D. Listen to an Academic Talk
Lecture-style input with points and examples.
EXAMPLE:
You will hear a podcast about psychology:
HOST: People often describe memory as if it were a clean recording you can replay. In psychology, however, memory is usually seen as something we rebuild. When we remember, we combine real details with what we expect and with information we learn later. That process is useful, but it can also lead to small changes in what we think happened.
Here’s a simple example. Imagine you watch a short clip of a student rushing across campus and dropping a folder. Later, a classmate says, “He probably dropped it because he wasn’t paying attention.” The clip may not show that clearly, but the comment can influence your next recall. After hearing it, you might remember the student as careless, even if that idea came more from the classmate’s interpretation than from the video itself.
Attention also matters. If you divide your focus—like checking messages while listening to someone—you may store the main point but miss specific details. Later, your brain may fill those gaps with what seems reasonable, and you can feel confident even when parts of the memory are guesses. This is why two honest people can remember the same event differently.
15. What is the main topic of the talk?
A. How people form opinions about classmates
B. How to improve concentration while studying
C. Why video clips are often misunderstood
D. Why memory can change when we recall events
16. What does the speaker imply by saying memory is “rebuilt”?
A. Memory improves mainly through repetition
B. Memories stay fixed once they are stored
C. Memories are constructed using details plus assumptions
(D) People remember best when they take notes
17. Why does the speaker include the example of the student dropping a folder?
(A) To show how later opinions can shape recall
(B) To argue that students often behave carelessly
(C) To explain why short videos are unreliable
(D) To suggest that people should avoid making judgments
18. What does the speaker suggest happens when attention is divided?
(A) The brain records events more efficiently
(B) Some details may not be stored clearly
(C) People become less confident about memories
(D) Memory becomes more accurate over time
19. What can be inferred about confident memories from the talk?
(A) Confidence can exist even if some parts are incorrect
(B) Confidence usually means a memory is complete
(C) Confidence depends mainly on a person’s age
(D) Confidence is highest when others disagree
CORRECT ANSWER:
15–D
16–C
17–A
18–A
19–A
3) Writing (23 minutes and up to 12 items)
THREE TASK TYPES:
A. Build a Sentence
Put words/parts in correct order to form a correct sentence.
EXAMPLE:
Directions: In the official test, move the words in the boxes to create grammatical sentences.
A clock will show you how muct time you have to complete this task.
Make an appropriate sentence.
Woman: Why did you recommend that restaurant?
Man:
The
excellent.
absolutely was that service we there received
Correct Answer:
The service that we received there was absolutely excellent.
B. Write an email
Write a clear email with the right tone and purpose.
EXAMPLE:
Directions: In the official test, You will read some information and use it to write an email. You will have 7 minutes to write the email.
A community learning center is offering a free evening workshop on basic computer skills, and you registered online. After you registered, you received a message saying, “Registration successful,” but you did not receive a confirmation email with the time, room number, or what to bring. You are concerned that your registration might not be recorded correctly.
Write an email to the workshop coordinator. In your email, do the following:
-
Explain why you are interested in the workshop.
-
Describe the problem you experienced after registering.
-
Ask for confirmation of your registration and any important details (time, location, materials).
Write as much as you can in complete sentences.
Your response:
To: coordinator@communitylearningcenter.org
Subject: Confirmation of Workshop Registration
C. Write for an Academic Discussion
Give a short academic response with support.
EXAMPLE:
Your professor is teaching a class on environmental psychology. Write a post responding to the professor’s question.
In your response, you should do the following:
-
Express and support your opinion.
-
Make a contribution to the discussion in your own words.
An effective response will contain at least 100 words.
Professor:
Some universities are experimenting with “phone-free class sessions,” where students place their phones in a designated pouch or keep them out of reach for the entire lesson. Supporters say it improves attention and class participation. Critics argue it is unrealistic and can create anxiety, especially for students who need to stay reachable for family or work. What do you think? Should universities require phone-free sessions in some classes? Why or why not?
Student Post 1:
Yes, I think phone-free sessions can be helpful in certain classes because they reduce constant distractions. Even short phone checks can break focus, and it takes time to concentrate again. If students know their phones are not available, they may participate more and listen carefully, especially during discussions or group work. However, the policy should be flexible. For example, students with family responsibilities or medical needs could be allowed exceptions. I also think professors should explain the purpose clearly, so students see it as a learning tool rather than a punishment.
Student Post 2:
I don’t think universities should require phone-free sessions for every class. Some students use phones for learning, such as checking definitions, taking photos of diagrams, or using accessibility tools. Also, forcing everyone to lock away phones may increase stress, particularly for students who need to be reachable. Instead, I would support clear guidelines, like “no phones during lectures unless needed for class.” This approach respects different situations while still reducing unnecessary distractions.
Your Response:
(Write your post here.)
4) Speaking (8 minutes and up to 11 items)
TWO TASK TYPES:
A. Listen and Repeat
You repeat what you hear. This targets pronunciation clarity, rhythm, and accurate phrasing.
B. Take an Interview
Interview-style prompts where you answer directly and support your answer.