Alexandria has known ever since she was a child that she wanted to become a pharmacist. In fact, her plan was to move to the United States, improve her academic English language abilities, get educated, including completing her pharmacy school, and finally get her license so that she could practice as a pharmacist in the United States. However, the requirement of getting a score of 26/30 points on the speaking section of the iBT TOEFL was almost impossible, and Alexandria would need several months of TOEFL iBT speaking practice before reaching her goal.
First of all, Alexandria decided to join an Online TOEFL Course called “The 7-Step System to Pass the TOEFL iBT because its founder, owner, and materials writer was uniquely qualified to help her reach her academic speaking proficiency goals. For example, course creator Michael Buckhoff completed his Bachelor’s Degree at Brigham Young University in Spanish. At California State University, San Bernardino, he completed his Master’s Degree in English Composition with a supplemental emphasis in Teaching English as a Second Language. Moreover, with a combined total of more than 25 years of ESL teaching experience, Buckhoff has been teaching English as a Second Language–particularly TOEFL preparation courses–at California State University, San Bernardino. Finally, Buckhoff has graded more than 5,500 independent and integrated speaking practice tests over the last five years at his Online TOEFL Course and has helped 100’s of students reach the 26 mark on the speaking section of the TOEFL exam. Therefore, due to his educational and vast teaching experience, Alexandria knew that she would be in good hands as she started TOEFL iBT speaking practice with her mentor Michael Buckhoff.
Second of all, Alexandria also liked how the Online TOEFL Course was organized so that she could improve her speaking. In the speaking section of the course, several lessons helped Alexandria learn how to organize and develop independent and integrated speaking practice tasks. In effect, these specific lessons included templates showing Alexandria how to respond to the six TOEFL iBT speaking prompts that she would see during her actual TOEFL exam. In addition, her Online TOEFL Course included vocabulary, pronunciation, grammar, listening, and reading sections to supplement the speaking section of the course, and her TOEFL iBT speaking mentor sometimes recommended specific lessons tailored to her delivery, language use, and topic development weaknesses. For example, after Alexandria completed one of her independent speaking practice tests, Buckhoff recommended that she study Pronunciation Video Lessons 36-40 so that she could learn how to speak with a more natural sounding intonation. In another case, since Alexandria was having some problems with sentence structure, Buckhoff recommended that she study Grammar Lessons 26-27, both of which focused on adjective and adverb clauses. As a result, since Alexandria was learning how to organize and develop the independent and integrated speaking tasks and since she was being given specifically-tailored lessons to help her improve her delivery, language-use, and topic development issues, she was improving her academic speaking proficiency step by step.
Finally, even though it was not easy for Alexandria to reach her target speaking subtotal score of 26, her TOEFL speaking mentor’s unique and extensive qualifications and his Online TOEFL Course gave her the practice and feedback that she needed to successfully pass the TOEFL iBT exam. Finally, her battle with the TOEFL was over.