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TechDev Academy

A Silicon Valley-based Startup Company founded by young entrepreneurs and professionals from different backgrounds including education, IT, science, business administration, and marketing in 2019.

TOEFL vs. IELTS: Which Test Should You Consider?

Toefl vs. Ielts comparison

When it comes to assessing English language proficiency, the choice between TOEFL and IELTS can be a challenging decision. However, you can make a clear and informed choice with careful consideration and thoughtful analysis while comparing TOEFL vs. IELTS

 

The TOEFL (Test of English as a Foreign Language) is designed to evaluate an individual’s proficiency in the English language. It is created by the Educational Testing Service (ETS), which is also responsible for developing other necessary tests, such as the GRE, used for graduate school admissions.

 

On the other hand, the IELTS ( International English Language Testing System) is another standardized examination that assesses an individual’s command of the English language. IELTS was launched by Cambridge English Language Assessment(UCLES) and the British Council.

 

This article aims to provide comprehensive insights into the key differences between the two, ultimately enabling you to make an informed and confident decision. 

 

TOEFL vs. IELTS: Test Format

The TOEFL exam lasts 3.5 hours and is divided into four sections, with a ten-minute break between the Listening and Speaking sections. Your performance in each section is graded on a scale of 0-30, and these scores are combined to give you an overall TOEFL score out of 120. Here’s a breakdown of the exam format:

 

Section Questions Time allotted
Reading 36-56 60-80 minutes
Listening 34-51 60-90 minutes
Speaking 6 tasks 20 minutes
Writing 2 tasks 50 minutes

 

The IELTS has two different formats: the Academic version and the General Training version. The Academic version is intended for individuals who plan to study in an English-speaking country or who want to pursue professional credentials in fields such as medicine, law, or engineering. The General Training version, on the other hand, is designed for individuals who wish to immigrate or work in an English-speaking country. 

The IELTS examination is graded on a scale of 0-9, with a score of 9 representing an expert level of English proficiency. An individual’s score on the IELTS examination is valid for two years and can be used to meet the language requirements for various academic or professional programs.

The IELTS consists of four sections: Listening, Reading, Writing, and Speaking (the scoring system and formats for both versions of the IELTS are identical). Here’s a breakdown of the exam format.

 

Section Questions Time allotted
Listening 40  30 minutes
Reading 40  60 minutes
Writing 2 tasks 60 minutes
Speaking 3 tasks 11-14 minutes

 

The Difference in Reading Section

In TOEFL, students will encounter three to four academic passages from relevant college-level textbooks. They will be required to answer questions about them. The questions will come in three formats: common multiple-choice, inserting a sentence into a paragraph, and sorting information into visual forms such as a summary table or chart. These passages will introduce a topic or discipline.

 

The reading section of IELTS consists of three passages, with 10-15 questions each. The passages are sourced from various types of literature and may have different writing styles, such as storytelling, description, and reasoning. One of the passages will have a thorough, logical argument. The Reading section, similar to the Listening section, will have different questions such as multiple choice, labeling diagrams, matching, completing sentences, and providing short answers.

 

The Difference in Listening Assessment

The listening section of the TOEFL test consists of four to six recordings that simulate academic conversations like lectures or discussions between students and teachers. Afterward, multiple-choice questions will require ordering steps or matching objects to categories.

 

In the case of IELTS, students will listen to four audio recordings from different categories, including two in a casual setting, one in an academic setting, and one in a lecture at a university. After each audio recording, students must answer ten questions, including multiple-choice, diagram labeling, matching, sentence completion, and short answer.

 

The Difference in Speaking Test

In TOEFL, there are six speaking tasks. The first two speaking tasks are separate from each other and require the students to use their thoughts, beliefs, and personal encounters in their responses. The remaining four tasks require students to utilize multiple skills when answering them including reading, listening, and speaking, or solely listening and speaking

 

In IELTS, you will engage in an articulate conversation with a skilled examiner, and all the answers will be documented. This segment comprises three distinct sections.

 

Part 1: In this part, the student will be asked a series of typical questions about their background, education, family, and hobbies. 

 

Part 2: The students will be given a card containing a specific topic they must speak about for two minutes, following a one-minute preparation time. After this part of the interview, the interviewer may ask several follow-up questions about the topic. 

 

Part 3: The third part involves a more detailed conversation, focusing on the given topic, which will last approximately four or five minutes.

 

The difference in Writing Assessment

The writing section of TOEFL tests consists of Integrated Writing and Independent Writing. In Integrated Writing, students listen to an audio clip and read a text; they get 20 minutes to write a summary comparing the information from the two sources. The recommended length for the response ranges from 150-225 words. During Independent Writing, students express their viewpoint on a topic backed by relevant examples. The task has a time limit of 30 minutes and requires a minimum word count of 300.

 

The writing section of IELTS also has two tasks. Task 1 requires students to explain a visual representation using their terminologies. This can be a chart, table, graph, or diagram. Students should write at least 150 words and are advised to allocate 20 minutes to it. In Task 2, students are given a topic to write about in an academic style, requiring a minimum of 250 words and 40 minutes. Their writing is evaluated based on their response to the questions, vocabulary, grammar, spelling, and clarity.

 

TOEFL vs. IELTS: Which one to choose?

After learning about the IELTS and TOEFL content, it is time to decide which test is best for you. Consider the following questions to help you make your decision.

 

Consider The Listening Section Difficulty

The IELTS listening section requires you to answer questions while listening to the audio. This means that you have to focus on both the audio as well as the questions at the same time. Moreover, IELTS has fill-in-the-blank questions in addition to multiple-choice questions. So you need to hear the exact wording and spell it correctly to secure a point. 

In TOEFL, you have to answer the questions after completely listening. This requires you to take notes. Also, all the questions are multiple-choice based, eliminating the spelling problem.

If you are comfortable answering questions while listening and have no problems with spelling, you can go for the IELTS. Otherwise, TOEFL might be a better fit.

 

Assess Your Writing Abilities

In TOEFL, you listen to a lecture, read some text, and write an integrated essay using arguments. In IELTS, you must describe a chart or a map instead of writing an integrated essay. Take a practice test to assess your writing abilities effectively. Numerous online practice tests for both IELTS and TOEFL are available for download. Set a timer and take these tests to gain a better understanding of your capabilities.

 

Speaking on a Computer vs. Having a Face-to-Face Interview

The Speaking section of the TOEFL is conducted digitally, where you listen to recorded questions and respond with a microphone, while the IELTS involves speaking with a live person. It is one of the main distinctions in TOEFL vs. IELTS comparison, as talking can be scary for some individuals who prefer the latter due to the lack of human interaction. In contrast, others find conversing with an actual person more comfortable than speaking alone. 

 

Paper-Based vs. Computer-Based

TOEFL is entirely computer-based, while IELTS has both computer-based and paper-based options. Some individuals may prefer the convenience and familiarity of a computer-based exam, while others may feel more comfortable with a traditional pen-and-paper format. 

 

Check which Tests are Accepted by Your Desired Schools 

Accepting either test by the schools you want to apply to is crucial, as it outweighs all other factors. The IELTS and TOEFL are commonly recognized by universities and colleges worldwide for undergraduate and graduate programs. American institutions tend to accept the TOEFL more often, while the IELTS is more frequently accepted internationally. Nevertheless, many schools accept both exams, although verifying whether any preference exists is advisable.

By considering these factors and assessing your own preferences and abilities, you will be better equipped to make an informed decision whether TOEFL vs. IELTS.

 

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

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CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

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June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

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Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

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