Longman Preparation Course For The Toefl Test Ibt Audio Cds [VERIFIED] Free Download

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Longman Preparation Course For The Toefl Test Ibt Audio Cds Free Download

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Combining a comprehensive language skills course with a wealth of practice for all sections of the TOEFL iBT: what more do you need? The Longman Preparation Course (high intermediate to advanced level) and the Longman Introductory Course (intermediate level) give students all the practice they need to succeed in the new TOEFL integrated-skills test. The New Edition for Longman Preparation Course provides new tips and hints throughout the practice sections, additional tests via MyEnglishLab, downloadable audio program and teacher's materials, and more.

Though language testers voiced the gravity of understanding learners' cognition, empirical studies are relatively scarce. Oftentimes, test validation has recourse to the analysis of test outcomes on the assumption that the test correctly exploited and thus measured the intended cognitive processes as well as the target construct. Of special interest to this study is therefore whether the TOEFL iBT reading test, a standardized second language (L2) academic reading test, in effect functions as designed by provoking the thinking processes inherent to academic reading under normal conditions. It is assumed that successful test takers would deploy the intended reading processes to arrive at a correct answer, and a valid test should be able to assess a wide range of cognitive processes that learners are to adopt in real-world academic settings.

A total of 47 Chinese ESL students from a midwestern university were invited to an eye-tracking lab to complete one reading testlet, extracted from the TOEFL iBT complete practice test volume 24, and several tasks that measure a range of comprehension subskills. The study included both undergraduate and graduate students with academic status varying from provisional to regular: 33 undergraduate students, 11 graduate students, and 3 provisional students. Thirty-one students were female. Note that out of 47, 46 students (98%) had sat a standardized English test before, either TOEFL or IELTS, 36 students (76%) had taken a language test preparation course, and 40 students (85%) reported a high degree of familiarity with the MC test format. Participants received $20 as compensation upon completing all required tasks. A summary of the demographic information of those who participated in the primary experiment is presented in Table 1.

Immediately after participants completed the MC reading test, a recall interview using gaze plots as stimuli was administered. The gaze plot displayed gaze data from one or several recordings as individual gaze points, fixations, and scan paths so that the order and length of fixations could be visualized. Because of time constraints, only three items that appeared in the latter part of the test were reviewed: one vocabulary question, one factual question, and one inference question. The stimulated recall sessions were conducted in English, audio-recorded, and transcribed. The purpose of the stimulated recall data was to confirm or supplement the identification of the types and levels of cognitive processes using eye movement data (e.g., Bax, 2013). e24fc04721