p. 6). However, this has clearly not proved to be the case and it is possible that the delay in the introduction of this test component may have been related to matters other than academic impracticality. Interestingly, on a similar note, whilst latterly, ETS has been at the forefront of computer-based testing (the now defunct TOEFL CBT and more recently internet-based testing (TOEFL IBT) introduced in 2006), the new IBT version no longer retains the computer adaptive functionality of its predecessor (Fulcher, 2009), although a new speaking component added in 2009 could be seen to compete with the new technologies of PTE Academic (Chung, 2009).


Hale, Stansfield and Duran (1984) catalogued TOEFL-related research which was produced between 1963 and 1982. More recently, ETS has displayed a series of downloadable TOEFL-related research reports on the internet. It should be remembered, however, that much of the enquiry which investigates TOEFL has actually been commissioned under ETS’ own auspices. This inevitably leads to questions of objectivity regarding the breadth of enquiry which has been explored and the extent to which research outcomes with any potential negative marketing potential are made available for publication. Importantly, Chapman (2003, p. 1) cautions that the public has low trust in research undertaken by organizations that also design and market tests.


Whilst a connection between testing research and marketeering is in no way limited to ETS and TOEFL, Raimes (1990) also warns that ETS does strictly control the TOEFL research agenda. Concerns associated with this are further supported by Bachman, Lynch and Kunnan (1989, p. 223), who raised allegations of bias after reading a research paper written by Henning (1989) and commissioned by ETS. It should also be added, however, that such claims of bias are strongly denied by Connor (1992, pp. 177–178), who affirms, from experience, that the regulation of research data and the nature of studies is not a practice undertaken by ETS.


Task 3


• To what extent have you been aware of changes in approach to assessments like TOEFL?


• In your view, which developments in the TOEFL test do you feel have been most positive or important?


• What are your views on the ethicality of research which is commissioned by exam boards relating to their own assessments?


• What difficulties might emerge if a test of EAP is associated with a profit-making organization?


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Chapter 14: Learning from large-scale standardized EAP tests


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