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รูปแบบข้อสอบ TOEFL

(TOEFL Format)

รูปแบบข้อสอบ TOEFL

(TOEFL Format)

รูปแบบข้อสอบ (TOEFL Format)

ในระหว่างการทดสอบ TOEFL ผู้สอบจะได้รับคำถามที่เกี่ยวกับการทดสอบทักษะทางการสื่อสารภาษาอังกฤษ

  • อ่านฟังและพูดเพื่อตอบคำถาม
  • ฟังแล้วพูดเพื่อตอบคำถาม
  • อ่านฟังแล้วเขียนเพื่อตอบคำถาม

ข้อสอบโทเฟล (TOEFL Format)

รายละเอียดข้อสอบ TOEFL

ตารางรายละเอียด ข้อสอบ TOEFL

SectionTime LimitQuestionsTasks
Reading60–80 minutes36–56 questionsRead 3 or 4 passages from academic texts and answer questions.
Listening60–90 minutes34–51 questionsListen to lectures, classroom discussions and conversations, then answer questions.
Break10 minutes
Speaking20 minutes6 tasksExpress an opinion on a familiar topic; speak based on reading and listening tasks.
Writing50 minutes2 tasksWrite essay responses based on reading and listening tasks; support an opinion in writing.
  • ข้อสอบ TOEFL ในส่วนของการอ่าน (TOEFL Reading Test)
    60-80 นาที
    การทดสอบการอ่าน ผู้สอบจะได้อ่านบทความ 3 หรือ 4 เรื่อง แล้วตอบคำถาม
    จำนวนคำถาม 36-56 ข้อ
  • ข้อสอบการฟัง TOEFL (TOEFL Listening Test)
    60-90 นาที
    การทดสอบการฟัง ผู้สอบได้ฟังบทสนทนาเกี่ยวกับเหตุการณ์ในห้องเรียน แล้วตอบคำถาม
    จำนวนคำถาม 34-51 ข้อ
  • ข้อสอบการพูด TOEFL (TOEFL Speaking Test)
    20 นาที
    การทดสอบการพูด ผู้สอบพูดแสดงความคิดเห็นเกี่ยวกับหัวข้อที่ได้รับตามที่ได้อ่านหรือฟัง
    จำนวนคำถาม 6 เรื่อง
  • ข้อสอบการเขียน TOEFL (TOEFL WritingTest)
    การทดสอบการเขียน ผู้สอบเขียนคำตอบตามที่ได้อ่านและฟัง และแสดงความคิดเห็น
เกณฑ์การให้คะแนนการสอบ TOEFL

เกณฑ์การให้คะแนนการสอบ TOEFL iBT

» เกณฑ์การให้คะแนนทดสอบพูด TOEFL ในการพูดอิสระ (TOEFL iBT Test Independent SPEAKING Rubrics)

Score : 4
General DescriptionThe response fulfills the demands of the task, with at most minor lapses in completeness. It is highly intelligible and exhibits sustained, coherent discourse. A response at this
level is characterized by all of the following:
DeliveryGenerally well-paced flow (fluid expression). Speech is clear. It may include minor lapses, or minor difficulties with pronunciation or intonation patterns, which do not affect overall intelligibility.
Language UseThe response demonstrates effective use of grammar and vocabulary. It exhibits a fairly high degree of automaticity with good control of basic and complex structures (as appropriate). Some minor (or systematic) errors arenoticeable but do not obscure meaning.
Topic DevelopmentResponse is sustained and sufficient to the task. It is generally well
developed and coherent; relationships between ideas are clear (or clear progression of ideas).
Score : 3
General DescriptionThe response addresses the task appropriately but may fall short of being fully developed. It is generally intelligible and coherent, with some fluidity of expression, though it exhibits some noticeable lapses in the expression of ideas. A response at this level is characterized by at least two of the following:
DeliverySpeech is generally clear, with some fluidity of expression, though inor difficulties with pronunciation, intonation, or pacing are noticeable and may require listener effort at times (though overall intelligibility is notsignificantly affected).
Language UseThe response demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas. Response may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used. This may affect overall fluency, but it does not seriously interfere with the communication of the message.
Topic DevelopmentResponse is mostly coherent and sustained and conveys relevant
ideas/information. Overall development is somewhat limited, usually lacks elaboration or specificity. Relationships between ideas may at times not be immediately clear.
Score : 2
General DescriptionThe response addresses the task, but development of the topic is limited. It contains intelligible speech, although problems with delivery and/ or overall coherence occur; meaning may be obscured in places. A response at this level is characterized by at least two of the following:
DeliverySpeech is basically intelligible, though listener effort is needed because of unclear articulation, awkward intonation, or choppy rhythm/pace; meaning may be obscured in places.
Language UseThe response demonstrates limited range and control of grammar and vocabulary. These limitations often prevent full expression of ideas. For the most part, only basic sentence structures are used successfully and spoken with fluidity. Structures and vocabulary may express mainly simple (short) and/or general propositions, with simple or unclear connections made among them (serial listing, conjunction, juxtaposition).
Topic DevelopmentThe response is connected to the task, though the number of ideas presented or the development of ideas is limited. Mostly basic ideas are expressed with limited elaboration (details and support). At times relevant substance may be vaguely expressed or repetitious. Connections of ideas may be unclear.
Score : 1
General DescriptionThe response is very limited in content and/or coherence or is only minimally connected to the task, or speech is largely unintelligible. A response at this level is characterized by at least two of the following:
DeliveryConsistent pronunciation, stress and intonation difficulties cause considerable listener effort; delivery is choppy, fragmented, or telegraphic; frequent pauses and hesitations.
Language UseRange and control of grammar and vocabulary severely limit or revent expression of ideas and connections among ideas. Some low-level responses may rely heavily on practiced or formulaic expressions.
Topic DevelopmentLimited relevant content is expressed. The response generally lacks substance beyond expression of very basic ideas. Speaker may be unable to sustain speech to complete the task and may rely heavily on repetition of the prompt.
Score : 0
Speaker makes no attempt to respond OR response is unrelated to the topic.

» เกณฑ์การให้คะแนนทดสอบพูด TOEFL ในการพูดผสมผสาน (TOEFL iBT Test Integrated SPEAKING Rubrics)

Score : 4
General DescriptionThe response fulfills the demands of the task, with at most minor lapses in completeness. It is highly intelligible and exhibits sustained, coherent discourse. A response at this level is characterized by all of the following:
DeliverySpeech is generally clear, fluid, and sustained. It may include minor lapses or minor difficulties with pronunciation or intonation. Pace may vary at times as the speaker attempts to recall information. Overall intelligibility remains high.
Language UseThe response demonstrates good control of basic and complex grammatical structures that allow for coherent, efficient (automatic) expression of relevant ideas. Contains generally effective word choice. Though some minor (or systematic) errors or imprecise use may be noticeable, they do not require listener effort (or obscure meaning).
Topic DevelopmentThe response presents a clear progression of ideas and conveys the relevant information required by the task. It includes appropriate detail, though it may have minor errors or minor omissions.
Score : 3
General DescriptionThe response addresses the task appropriately, but may fall short of being fully developed. It is generally intelligible and coherent, with some fluidity of expression, though it exhibits
some noticeable lapses in the expression of ideas. A response at this level is characterized by at least two of the following:
DeliverySpeech is generally clear, with some fluidity of expression, but it xhibits
minor difficulties with pronunciation, intonation, or pacing and may require some listener effort at times. Overall intelligibility remains good, however
Language UseThe response demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas. Response may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used.
Such limitations do not seriously interfere with the communication of the message.
Topic DevelopmentThe response is sustained and conveys relevant information required by the task. However, it exhibits some incompleteness, inaccuracy, lack of specificity with respect to content, or choppiness in the progression of ideas.
Score : 2
General DescriptionThe response is connected to the task, though it may be missing some relevant information or contain inaccuracies. It contains some intelligible speech, but at times problems with
intelligibility and/or overall coherence may obscure meaning. A response at this level is characterized by at
least two of the following:
DeliverySpeech is clear at times, though it exhibits problems with pronunciation, intonation, or pacing and so may require significant listener effort. Speech may not be sustained at a consistent level throughout. Problems with intelligibility may obscure meaning in places (but not throughout).
Language UseThe response is limited in the range and control of vocabulary and grammar demonstrated (some complex structures may be used, but typically contain errors). This results in limited or vague expression of relevant ideas and imprecise or inaccurate connections. Automaticity of expression may only be evident at the phrasal level.
Topic DevelopmentThe response conveys some relevant information but is clearly incomplete or inaccurate. It is incomplete if it omits key ideas, makes vague reference to key ideas, or demonstrates limited development of important information. An inaccurate response demonstrates misunderstanding of key ideas from the stimulus. Typically, ideas expressed may not be well connected or cohesive so that familiarity with the stimulus
is necessary to follow what is being discussed.
Score : 1
General DescriptionThe response is very limited in content or coherence or is only inimally connected to the task. Speech may be largely unintelligible. A response at this level is characterized by at least two of the following:
DeliveryConsistent pronunciation and intonation problems cause considerable listener effort and frequently obscure meaning. Delivery is choppy, fragmented, or telegraphic. Speech contains frequent pauses and hesitations.
Language UseRange and control of grammar and vocabulary severely
limit (or prevent) expression of ideas and connections among ideas. Some very low-level responses may
rely on isolated words or short utterances to communicate ideas.
Topic DevelopmentThe response fails to provide much relevant content. Ideas that are expressed are often inaccurate, limited to vague utterances, or repetitions (including repetition of prompt).
Score : 0
Speaker makes no attempt to respond OR response is unrelated to the topic.

» เกณฑ์การให้คะแนนทดสอบเขียน TOEFL ในการเขียนแบบอิสระ (TOEFL iBT Test Independent WRITING Rubrics)

Score Task Description
5An essay at this level largely accomplishes all of the following:
■ Effectively addresses the topic and task
■ Is well organized and well developed, using clearly appropriate explanations, exemplifications and/or details
■ Displays unity, progression and coherence
■ Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice
and idiomaticity, though it may have minor lexical or grammatical errors
4An essay at this level largely accomplishes all of the following:
■ Addresses the topic and task well, though some points may not be fully elaborated
■ Is generally well organized and well developed, using appropriate and sufficient explanations,
exemplifications and/or details
■ Displays unity, progression and coherence, though it may contain occasional redundancy, digression,
or unclear connections
■ Displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will
probably have occasional noticeable minor errors in structure, word form or use of idiomatic language that do
not interfere with meaning
3An essay at this level is marked by one or more of the following:
■ Addresses the topic and task using somewhat developed explanations, exemplifications
and/or details
■ Displays unity, progression and coherence, though connection of ideas may be occasionally obscured
■ May demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity
and occasionally obscure meaning
■ May display accurate but limited range of syntactic structures and vocabulary
2An essay at this level may reveal one or more of the following weaknesses:
■ Limited development in response to the topic and task
■ Inadequate organization or connection of ideas
■ Inappropriate or insufficient exemplifications, explanations or details to support or illustrate generalizations in
response to the task
■ A noticeably inappropriate choice of words or word forms
■ An accumulation of errors in sentence structure and/or usage
1An essay at this level is seriously flawed by one or more of the following weaknesses:
■ Serious disorganization or underdevelopment
■ Little or no detail, or irrelevant specifics, or questionable responsiveness to the task
■ Serious and frequent errors in sentence structure or usage
0An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not connected to the
topic, is written in a foreign language, consists of keystroke characters, or is blank.

» เกณฑ์การให้คะแนนทดสอบเขียน TOEFL ในการเขียนแบบผสมผสาน (TOEFL iBT Test Integrated WRITING Rubrics)

Score Task Description
5A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.
4A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.
3

A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following:
■ Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.
■ The response may omit one major key point made in the lecture.
■ Some key points made in the lecture or the reading, or connections between the two, may be incomplete, inaccurate, or imprecise.
■ Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections.

2

A response at this level contains some relevant information from the lecture, but is marked by significant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:
■ The response significantly misrepresents or completely omits the overall connection between the lecture and the reading.
■ The response significantly omits or significantly misrepresents important points made in the lecture.
■ The response contains language errors or expressions that largely obscure connections or meaning at key junctures or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture.

1

A response at this level is marked by one or more of the following:
■ The response provides little or no meaningful or relevant coherent content from the lecture.
■ The language level of the response is so low that it is difficult to derive meaning.

0A response at this level merely copies sentences from the reading, rejects the topic or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.

การเตรียมพร้อมก่อนสอบ TOEFL iBT

การเตรียมตัวสอบ TOEFL iBT เป็นการทดสอบผ่านระบบคอมพิวเตอร์ สิ่งที่ยากที่สุดสำหรับการทดสอบ TOEFL iBT คือ การพิมพ์ภาษาอังกฤษด้วยคีย์บอร์ด ในข้อสอบการเขียน (writing section) และ การพูดอัดเสียง ผ่านไมโครโฟน ในข้อสอบการฟัง (listening section) นอกจากการเตรียมตัวด้านวิชาการแล้ว ผู้สอบยังต้องฝึกการพิมพ์ภาษาอังกฤษผ่านคอมพิวเตอร์ ให้ความเร็วและความถูกต้องแม่นยำอีกด้วย รวมถึงการพูดอัดเสียง ผ่านไมโครโฟนจึงควรหมั่นฝึกซ้อมให้มากที่สุด

สำหรับผู้สอบที่ยังไม่มั่นใจ สามารถเรียนคอร์สเรียน TOEFL เสริม เพื่อเตรียมสอบ TOEFL ที่โรงเรียนสอนภาษาอังกฤษ EduFirst มีคอร์สติว TOEFL สำหรับผู้เตรียมสอบโดยเฉพาะ โดยผู้เรียนจะได้ซ้อมทำข้อสอบที่เลียนแบบมากจากข้อสอบโทเฟลจริงๆ ผ่านคอมพิวเตอร์

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