NEW TOEFL Speaking Task Practice Test #9

Instructions

In this part of the new TOEFL (January 2026 update) Speaking module you participate in a simulated conversation with a prerecorded interviewer about general or academic topics. You answer four questions, starting with factual/personal questions and progressing to opinion questions requiring elaboration and support.

Time Limit: 45 seconds per question

Scoring: 0-5 scale

Score 5: Fully successful (on-topic, well-elaborated, good pace, intelligible, accurate grammar/vocabulary)
Score 4: Generally successful (on-topic, elaborated, good pace generally, mostly intelligible, adequate grammar/vocabulary)
Score 3: Partially successful (generally on-topic, limited elaboration, choppy pace, intelligibility sometimes affected, limited grammar/vocabulary)
Score 2: Mostly unsuccessful (minimally connected, little relevant elaboration, intelligibility limited, very limited range)
Score 1: Unsuccessful (vaguely connected, mostly unintelligible, isolated words/phrases)
Score 0: No response, entirely unintelligible, no English, or unconnected to prompt

Interview

Tutor’s notes: I have created this content using AI. As always, content created by AI matches the talking points of politicians and is borderline propaganda. Please do not consider any of the following talking points to be factual.

Question 1

Transcript

Question 1: How do you typically get your news and information about current events? Why do you use these sources?

Sample Response

Sample High-Level Response

Sample Response: I get my news from a combination of sources. I primarily use online news websites and apps from established news organizations like the BBC, Reuters, and major newspapers. I choose these sources because they have professional journalists and editorial standards, which makes me more confident about the accuracy of the information. I also use social media, particularly Twitter, but I’m careful about it. I follow verified accounts of news organizations and journalists rather than random users. Social media is useful for getting quick updates about breaking news, but I always try to verify important information by checking multiple sources. Occasionally, I watch news broadcasts on television, though less frequently than I use online sources. I’ve learned to be skeptical of information I see online, especially if it’s only from one source or if it seems designed to make me angry or outraged, because that’s often a sign of misinformation or biased reporting.

Explanation

Explanation: This response demonstrates media literacy and critical thinking through its explanation of source choices and verification strategies. The speaker identifies specific, credible news sources rather than vague mentions of the internet or social media. The explanation of why these sources are chosen shows understanding of journalistic standards and credibility markers. The discussion of social media use is nuanced, acknowledging both its utility for breaking news and its risks for misinformation. The verification habit of checking multiple sources shows responsible information consumption. The awareness of how emotional manipulation can signal misinformation shows sophisticated media literacy. The language is clear and appropriately detailed for discussing information sources. The response is well-organized, moving from primary sources to supplementary sources to verification strategies to critical evaluation skills. This demonstrates ability to discuss media consumption habits with self-awareness and critical perspective.

Question 2

Transcript

Question 2: Do you think social media has been mostly positive or mostly negative for society? Why?

Sample Response

Sample High-Level Response

Sample Response: I think social media has been both positive and negative, and it’s difficult to make an overall judgment. On the positive side, social media has made communication and connection easier across distances. I can stay in touch with friends who live in other countries or maintain relationships with people I would have lost contact with otherwise. It’s also democratized information sharing. Anyone can share their story or perspective, which has given voice to people and communities that traditional media often ignored. Social movements have used social media effectively to organize and raise awareness about important issues. On the negative side, social media has contributed to several serious problems. It’s designed to be addictive, and many people, including myself sometimes, spend more time on it than is healthy. It’s become a major vector for misinformation and has been used to manipulate public opinion. The algorithms tend to show us content that confirms our existing beliefs, creating echo chambers and increasing political polarization. Cyberbullying and online harassment are also serious issues. Overall, I think social media is a powerful tool that can be used for good or harm, and we’re still learning how to regulate it and use it responsibly.

Explanation

Explanation: This response achieves a top score through its comprehensive, balanced analysis that acknowledges complexity rather than taking a simplistic position. The speaker provides multiple substantial points for both positive and negative impacts rather than superficial mentions. The positive aspects cover connection, democratization of voice, and social movements with specific explanations of why these matter. The negative aspects are equally substantive, addressing addiction, misinformation, polarization, and harassment with explanations of mechanisms like algorithmic echo chambers. The personal admission about sometimes spending too much time on social media adds authenticity and shows honest self-reflection. The conclusion characterizes social media as a tool whose impact depends on use and regulation, which is a sophisticated perspective. The language is appropriately analytical for discussing media impact with terms like democratized, vector for misinformation, and political polarization used naturally. The organization is exemplary with clear structure addressing benefits then harms then synthesis.

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Question 3

Transcript

Question 3: With so much information available online, how can people tell the difference between reliable information and misinformation or fake news?

Sample Response

Sample High-Level Response

Sample Response: This is a critical skill that everyone needs to develop. There are several strategies I use and would recommend. First, consider the source. Is the information coming from an established news organization with editorial standards and a reputation to protect, or is it from an anonymous account or unfamiliar website? You can often find information about a source’s credibility by searching for it. Second, check for supporting evidence. Reliable information usually includes specific facts, data, expert quotes, and references to sources. Be suspicious of claims that lack evidence or rely only on emotional appeals. Third, look at whether other credible sources are reporting the same information. If a major event supposedly happened, multiple legitimate news outlets should be covering it. Fourth, watch out for signs of bias or manipulation like inflammatory language, clickbait headlines, or content that seems designed to make you angry rather than inform you. Fifth, check the date of the information to make sure it’s current and hasn’t been taken out of context. Finally, be especially skeptical of information that perfectly confirms what you already believe, because we all have confirmation bias. If something seems too perfect to be true for your side of an argument, take extra care to verify it. These critical thinking habits take effort but are essential in today’s information environment.

Explanation

Explanation: This response demonstrates excellent information literacy through its systematic presentation of multiple verification strategies. Each strategy is clearly explained with reasoning about why it works, such as explaining that established organizations have reputations to protect or that emotional manipulation is a red flag. The variety of strategies shows comprehensive understanding of how misinformation works and how to counter it. The response shows psychological awareness in the point about confirmation bias and the advice to be especially careful with information that aligns too perfectly with our beliefs. The language is clear and instructional, appropriate for explaining practical skills. The organization is excellent with clear enumeration of distinct strategies using transitional words. The concluding comment about these habits requiring effort but being essential shows realistic understanding that media literacy is an ongoing practice. The response demonstrates ability to explain complex critical thinking skills clearly and comprehensively.

Question 4

Transcript

Question 4: Some countries have laws against spreading false information online, while others rely on individual judgment and free speech protections. What do you think is the better approach?

Sample Response

Sample High-Level Response

Sample Response: This is a difficult question because it involves balancing important values like truth, free speech, and preventing harm. I think the answer depends partly on what kind of false information we’re talking about. For some types of harmful misinformation, such as false claims about public health during a pandemic or deliberate lies designed to incite violence, I think there’s a reasonable case for legal consequences. This type of misinformation can directly cause deaths or serious harm, which justifies some level of restriction. However, I’m very concerned about government having broad power to determine what’s true or false, especially regarding political speech. History shows that such powers are often abused to silence legitimate criticism or dissent. What one government calls misinformation, another might call inconvenient truth. I think the better approach is to focus on increasing transparency and reducing the amplification of misinformation rather than criminalizing speech. Social media platforms could be required to clearly label content from state-controlled media, disclose how their algorithms work, and slow the spread of unverified claims rather than removing them entirely. We should also invest heavily in media literacy education so people can better evaluate information themselves. This approach respects free speech while reducing the harm of misinformation through transparency and education rather than censorship.

Explanation

Explanation: This response demonstrates sophisticated political and ethical reasoning through its nuanced engagement with a complex policy question. The speaker recognizes the question involves competing values and doesn’t pretend there’s an easy answer. The distinction between different types of false information shows careful thinking about context and proportionality rather than blanket positions. The discussion of government power includes important historical awareness about potential for abuse. The proposed middle-ground approach of transparency and education rather than criminalization shows creative policy thinking. The specific suggestions like labeling state media and algorithm disclosure show concrete thinking about implementation. The language is appropriately formal for policy discussion while remaining clear. The response shows ability to reason about difficult trade-offs, consider historical lessons, and propose constructive alternatives rather than just critiquing options. The organization moves logically from acknowledging complexity to examining specific cases to warning about government power to proposing alternative approaches focused on transparency and education.

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