TOEFL 2026 Changes Explained

What We Know So Far

Content & Scoring

The scoring system is being completely changed. The old 0–120 scale is being replaced with a 1 to 6 scale in half-point increments. This new scale is meant to align with the Common European Framework of Reference for Languages (CEFR), which categorizes language ability from basic (A1) to proficient (C2). ETS plans to provide both the old 0–120 score and the new 1–6 score for a two-year transition period starting in January 2026.

As for content, the test is shifting away from standard academic topics like environment, nature, history, and psychology. Instead, it’s moving toward “modern” subjects, which means more articles about artificial intelligence and globalization. In other words, expect more trendy, buzzword-heavy material that has little to do with actual language learning and more to do with testing how well you can digest corporate-style globalized topics.

Adaptive TOEFL

"The updated TOEFL iBT will become adaptive, adjusting to each student's ability level. This creates a more efficient and personalized test experience, one that allows students to showcase their full potential."

Adaptive testing generally means that the difficulty of questions depends on how you perform. Do well early, you get harder questions; struggle, you get easier ones. A comparable example is the Digital SAT. Each section has two modules. Module 1 presents a mix of questions. Based on performance in Module 1, Module 2 will be either harder or easier.

The adaptive format in the 2026 TOEFL iBT applies only to the Reading and Listening sections. Each of these sections has two stages. The first stage presents a set of questions with a range of difficulties. How well you do in this stage determines the difficulty of the second stage: perform well, you get harder questions; perform poorly, you get easier ones. The number of questions and total test time are only approximate because the test adapts to your performance. ETS does not provide any further details about scoring within each stage, how big the difficulty jumps are, or any other mechanics of the adaptive system.

I used to respect TOEFL as a standardized test that treated all students the same. This new format abandons that principle in favor of a “personalized” approach. Instead of one fixed exam, performance early in the test could arbitrarily help weaker students and punish stronger ones. That is arguably the opposite of a fair system.

Security

ETS will use a combination of human proctors and artificial intelligence to monitor test security. The AI tracks activity on the test taker’s computer and the room environment, sending alerts to proctors about anything it flags as unusual. Additional security measures are applied before and after the test to reduce content exposure and detect misconduct. In practice, this system can lead to false flags, penalizing students for perfectly normal behavior.

New Test Structure

New Question Types

Reading: Complete The Words

This task measures the ability to process written texts for both meaning and form. Test takers are presented with paragraph-length academic texts (about 70–100 words). Following an intact first sentence, the second half of every second word is removed, and examinees must provide the missing letters. Each text contains 10 words with missing letters.

Example:

Recent studies sh__ that urban bee populations are decl_____ due to climate ch____ and loss of hab____. Res_____ers have observed that bee colonies in cities face incre____ exposure to pollutants, yet some species adapt by find___ new food sources in parks and gardens.

As with the Duolingo test, you can guarantee that many of the questions WILL have multiple correct answers. Prepare to receive lower marks because of AI word salads.

Reading: Read In Daily Life

This task features short, nonacademic texts commonly encountered in everyday life. Texts can range from about 15 to 150 words and are followed by two or three multiple-choice questions depending on length. Examples of text types include:

• Posters, signs, or notices
• Menus
• Social media posts or web pages
• Schedules
• Emails
• Chains of text messages
• Advertisements
• News articles
• Forms
• Invoices
• Receipts

Questions test the ability to:

• Understand information in common, nonlinear text formats
• Identify the main purpose of a communication
• Understand informal language, including idioms
• Make inferences from text
• Interpret telegraphic or abbreviated language
• Skim and scan for key information

Example:

Community Library

Borrow eBooks and audiobooks from home! Access the library’s digital collection using your library card. Download the free app to your device, log in, and choose from thousands of titles. Audiobooks and eBooks are available 24/7. Return items automatically—no late fees. Need help? Chat with a librarian via the app or website.

Question: What is the main purpose of this notice?

1. To advertise a local bookstore
2. To promote a digital library service
3. To announce library construction updates
4. To provide book reviews and recommendations

Reading: Academic Passage

The Read an Academic Passage task presents short expository passages similar to what students might encounter in secondary or higher education. Background knowledge is not required. Passages are around 200 words and are followed by five questions. They cover topics from history, art and music, business and economics, life science, physical science, and social science. Questions may test factual information, vocabulary in context, inferences, relationships between ideas, and purpose of sections of text.

The task assesses the ability to:

• Identify main ideas and basic context of a short, linear text
• Understand important details
• Understand a range of grammatical structures used by academic writers
• Infer meaning from information not explicitly stated
• Understand a broad range of academic vocabulary
• Understand figurative and idiomatic expressions
• Comprehend ideas expressed with grammatical complexity
• Understand relationships between ideas across sentences and paragraphs
• Recognize the rhetorical structure of the text

Example:

Pollination in Urban Environments

Urban areas, often dominated by concrete and buildings, may seem inhospitable to pollinators like bees and butterflies. However, studies indicate that green spaces, rooftop gardens, and flowering street plants provide vital resources for these species. Pollinators contribute not only to plant reproduction but also to the overall health of urban ecosystems. In cities with diverse flowering plants and reduced pesticide use, pollinator populations tend to thrive. Interestingly, some urban pollinators show behavioral adaptations, such as visiting flowers at unusual times or foraging over longer distances than their rural counterparts. These adaptations suggest that urban wildlife can adjust to human-altered habitats, though long-term sustainability depends on thoughtful urban planning.

Question: What is the main conclusion of the passage?

1. Urban areas are too hostile for pollinators to survive.
2. Pollinators can adapt to urban environments if suitable resources are available.
3. Urban gardens have no significant effect on pollinator populations.
4. Pollinators prefer rural areas over cities.

Listening: Listen And Choose A Response

The Listen and Choose a Response task evaluates a test taker’s ability to understand a short, spoken question or statement and pick an appropriate reply in brief dialogues, often on topics related to campus life. Test takers hear the first part of a short exchange (only audio, not written) and then read four possible responses. Selecting the correct response requires understanding both literal and implied meaning.

This task measures the ability to:

• Understand common vocabulary and formulaic phrases
• Understand simple grammatical structures, including question-formation patterns
• Recognize socially appropriate responses in short spoken exchanges
• Distinguish English phonemes and understand intonation and stress patterns in carefully articulated speech
• Infer implied meaning, speaker role, or context in short spoken exchanges

Example:

Audio: “Are you going to the campus coffee shop before class?”

Choose the best response:

1. Yes, I was going to get a coffee there in a few minutes.
2. No, I have never visited the library.
3. Sorry, I don’t understand the assignment.
4. I think the bookstore closes at 5 pm today.

Listening: Listen To A Conversation

The Listen to a Conversation task evaluates the ability to comprehend a short conversation in academic or everyday contexts. Test takers must go beyond recognizing words. They need to make inferences, understand speaker roles and purposes, and anticipate actions. Each conversation features two speakers, and test takers answer two questions about it. Topics may include dining, social activities, education, entertainment, services, health, hobbies, home, shopping, communications, and travel.

This task measures the ability to:

• Identify the main ideas and basic context of a conversation
• Understand important details in a conversation
• Understand a range of grammatical structures used by proficient speakers
• Understand a wide range of vocabulary, including idiomatic and colloquial expressions
• Infer meaning from information not explicitly stated
• Recognize the purpose of a speaker’s utterance
• Make simple predictions about the speakers’ future actions
• Follow the connection between ideas across speaker turns

Example:

Transcript:

Narrator: Listen to a conversation.
Woman: Are you bringing the projector to the study group today?
Man: Oh, I thought we agreed to meet at the library’s media room. They have one there.
Woman: Right, that works. I just wanted to make sure we’d have everything we need.
Man: No problem. Should I grab some handouts for everyone, too?
Woman: That would be great. Thanks!

Question 1: Why did the woman ask about the projector?

1. She wants to borrow it for herself.
2. She wants to confirm they have the equipment they need.
3. She is planning a presentation at home.
4. She forgot to reserve the library room.

Question 2: What does the man offer to do?

1. Bring additional equipment
2. Prepare handouts for the group
3. Book a different room
4. Cancel the meeting

Listening: Listen To An Announcement

The Listen to an Announcement task simulates a short, academic-related message a listener might hear in person or via broadcast, such as in a classroom or at a school event. Test takers listen to an announcement (about 40–85 words) and then answer questions. Topics may include schedules, directions, rules, student achievements, or events.

This task measures the ability to:

• Identify the main ideas and basic context of a short message
• Understand important details in a short message
• Understand a range of grammatical structures used by proficient speakers
• Understand a wide range of vocabulary including idiomatic and colloquial expressions
• Infer meaning from information that is not explicitly stated
• Predict future actions based on what a speaker has said
• Recognize the purpose of a speaker’s message

Example:

Transcript:

Narrator: Listen to an announcement in a classroom.
Woman: Attention students. The library will extend its weekend hours starting this Saturday. It will now be open from 9 A.M. to 8 P.M. on both Saturday and Sunday. This change is to accommodate students working on end-of-semester projects. Please plan your study sessions accordingly and remember that all library rules still apply during the extended hours.

Question 1: What is the main purpose of the announcement?

1. To announce extended library hours
2. To introduce new library rules
3. To schedule a study group
4. To cancel weekend library services

Question 2: Why are the hours being extended?

1. To allow students to finish semester projects
2. To train new library staff
3. To host a special lecture
4. To celebrate the end of the semester

Listening: Listen To An Academic Talk

The Listen to an Academic Talk task simulates short talks given by educators. Test takers listen to a talk (about 100–250 words) and answer four questions. Background knowledge is not required. Topics come from fields such as history, art and music, life science, physical science, business and economics, and social science.

This task measures the ability to:

• Understand main and supporting ideas of a short academic talk
• Understand a range of grammatical structures
• Make inferences based on what is said
• Recognize organizational features of the talk
• Understand vocabulary that may be uncommon, colloquial, or idiomatic

Example:

Transcript:

Narrator: Listen to a talk on a podcast about ecology.
Man: Have you ever noticed how quickly moss grows on the north side of trees in a forest? This pattern is not just a coincidence. Moss prefers damp, shaded areas, and in the northern hemisphere, the north side of trees usually receives the least direct sunlight. Ecologists use this observation to estimate directions in dense forests, a technique known as natural navigation.

Interestingly, this method is only reliable under certain conditions. Heavy rainfall or unusually dense canopy cover can alter the amount of light reaching the north side, affecting moss growth. Also, different species of moss may respond differently to moisture and light levels, so ecologists need to consider local flora. Despite these limitations, understanding these subtle environmental cues helps researchers and hikers alike interpret forest ecosystems more accurately.

Question 1: Why does the speaker mention moss growing on the north side of trees?

1. To explain a method for finding directions in forests
2. To describe moss species in different climates
3. To discuss tree growth patterns
4. To illustrate forest soil conditions

Question 2: What factor can make moss an unreliable indicator of direction?

1. High levels of sunlight
2. Heavy rainfall or dense canopy cover
3. Presence of insects
4. Wind exposure

Question 3: What does the speaker suggest ecologists must consider?

1. Local moss species and environmental conditions
2. Tree height and soil type
3. Animal activity in the forest
4. Distance from water sources

Question 4: What is the main purpose of the talk?

1. To explain how moss can be used for natural navigation
2. To describe all types of moss in forests
3. To explain the life cycle of moss
4. To warn hikers about forest hazards

Writing: Build A Sentence

The TOEFL Build a Sentence task tests your ability to recognize correct English grammar and word order. In this guide, you’ll learn the most common grammar structures that appear in Build a Sentence questions, along with practical tips and sample questions to help you prepare for test day. Click here for the complete guide with authentic sample questions.

How can this humble baker help you, traveler?

Arrange the words to make a correct sentence:

Writing: Write An Email

The Write an Email task presents a scenario in either an academic or social setting. Test takers are asked to share information in writing for a specific communicative purpose, such as making a request, proposing a solution, or giving feedback. Test takers have 7 minutes to complete this task.

This task measures the ability to:

• Achieve the designated communicative goal following basic social conventions
• Produce clear, cohesive, and adequately elaborated sentences
• Use a range of grammatical structures and vocabulary accurately and appropriately
• Follow mechanical conventions of English (spelling, punctuation, capitalization)

Example:

You recently attended a university workshop on time management. After the workshop, you noticed that some of the materials provided were missing important details, and you want to ask the organizer for clarification.

Write an email to the workshop organizer. In your email:

• Mention what you appreciated about the workshop.
• Describe the problem or confusion you encountered in the materials.
• Ask for clarification or additional information.

Sample Response:

To: organizer@university.edu
Subject: Clarification Needed on Time Management Workshop Materials

Dear [Organizer’s Name],

I hope you are doing well. I really enjoyed the time management workshop last week. The tips on scheduling and prioritizing tasks were very practical and easy to apply. However, I noticed that some of the handouts were missing explanations for the suggested time-blocking exercises, and I am not sure how to implement them effectively. Could you please provide more details or examples so that I can use the exercises correctly? I would greatly appreciate your guidance.

Thank you very much for your help.

Best regards,
VN

Writing: Academic Discussion

There has been no changes to this section. Here is a guide to help you prepare for this task, and question samples.

Speaking: Listen And Repeat

The Listen and Repeat task measures the test taker’s ability to roleplay as a parrot 🦜.

Test takers must:

• Repeat the sentences accurately

Sentences get progressively longer and more complex. For each sentence, test takers have 8 to 12 seconds to record their response.

Example:

Transcript:

You are learning to welcome visitors to a university library. Listen to your supervisor and repeat what she says. Repeat each sentence only once.

Woman: Welcome to the university library.
Woman: You can check out books at the front desk.
Woman: The computer labs are located on the second floor.
Woman: Please do not eat or drink inside the library.
Woman: Study rooms can be reserved online for group work.
Woman: For research help, visit the reference desk in the main hall.
Woman: Quiet zones are available on the third floor for focused study.

Sample High-Level Response:

I kid you not, the official document actually includes a “Sample High-Level Response,” which is literally a copy and paste of the sentences above. 😭😭😭

Speaking: Take An Interview

The Take an Interview task measures the test taker’s ability to participate in a simulated conversation with a prerecorded interviewer. Test takers answer four questions related to experiences and opinions in academic or social contexts. They have 45 seconds to answer each question.

Test takers must:

• Answer questions with appropriate and coherent elaboration
• Maintain a good conversational speaking pace
• Be intelligible and use rhythm and intonation effectively
• Use a range of vocabulary and grammatical structures accurately

Example:

Scenario: You are taking part in a study about hobbies. You will answer questions from a researcher about your experiences and opinions.

Interviewer: Thank you for joining us today. Can you tell me about a hobby you enjoy and why you like it?

Sample Response: One of my favorite hobbies is painting. I enjoy it because it allows me to relax and express my creativity. I especially like working with watercolors, as the colors blend in interesting ways and the process is calming.

Interviewer: Some people prefer individual hobbies, while others like group activities. Which do you prefer, and why?

Sample Response: I generally prefer hobbies I can do alone, like reading or painting, because I can focus completely and set my own pace. However, I also enjoy occasional group activities, like joining an art class, since it’s fun to share ideas and learn from others.

Interviewer: How do you think hobbies influence personal well-being or mental health?

Sample Response: Hobbies, in my experience, really improve mental health. They provide a break from daily stress and give a sense of accomplishment. Doing something creative or active helps me feel refreshed and more focused afterward.

Interviewer: Finally, if you could try a new hobby, what would it be and why?

Sample Response: If I could try a new hobby, I would like to learn photography. I think capturing moments in interesting ways would be both challenging and enjoyable, and it could combine well with my love of nature and outdoor activities.

Conclusion