Free TOEFL Practice Test 2026 – Full Exam

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Free TOEFL Practice Test 2026 – Full Exam with Instant Scoring

Practice all four official sections — Reading, Listening, Speaking, and Writing — with real ETS-style questions, a live countdown timer, and instant scoring. No account needed.

📚 20 objective questions | 3-hour live timer | Instant results | 🎙 Speaking & Writing included
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About This TOEFL Practice Test

This free full-length TOEFL practice test covers every section of the real TOEFL iBT exam administered by ETS. Use it to measure your current English level, spot weak areas, and build real exam confidence before test day.

Our questions follow authentic ETS-style formats — the same reading passages, listening conversations, speaking prompts, and writing tasks you will face in the real exam. After you submit, you get an instant score for all objective questions. Speaking and Writing need review by a qualified instructor for a full band score.

📚 Reading
Academic passages with 10 question types including inference, vocabulary, and insert-the-sentence
🎧 Listening
Short conversations, campus dialogues, and academic lectures with comprehension questions
🎙 Speaking
Independent and integrated tasks — type your response or practice aloud with a timer
✎ Writing
Integrated writing tasks with a live word counter to match real exam conditions
2026 TOEFL Format Update: ETS changed the TOEFL iBT on January 21, 2026 — adding adaptive scoring, new task types, and a 1–6 reporting scale. This test builds the core Reading and Listening skills that still matter in any TOEFL version. For new-format tasks, also use the official ETS 2026 sample test.
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Tips Before You Start

Follow these steps to get the most from your practice session.

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Find a quiet spot

Close other tabs. Treat this like the real exam. Your browser must allow audio for the Listening section.

Use the timer

Don’t pause. A real exam runs without breaks. Build your stamina and time management skills now.

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Actually speak aloud

Set a 45-second timer and record yourself on your phone. Review your response honestly for fluency and structure.

Write, don’t skip

Type a full response for each writing task. Aim for 150–225 words. Check your word count below each box.

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Review your results

After submitting, study every wrong answer. Understanding errors matters more than your total score.

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Retake regularly

Practice at least twice a week. Consistent repetition builds speed and accuracy faster than one long session.

★★★★★

“This test felt exactly like the real TOEFL. The Reading passage and question types match what I saw on exam day. I scored 102 on my actual TOEFL after practicing here for two weeks.”

AM
Amara M.
TOEFL score: 102 · Nigeria
★★★★★

“I loved that I didn’t need to sign up. I just opened the page and started. The instant scoring showed me exactly what to work on. The listening audio really helped my comprehension.”

JK
Ji-ho K.
TOEFL score: 98 · South Korea
★★★★☆

“The writing section is great practice. I used the word counter every time. My writing teacher said my structure improved a lot after practicing with this test regularly.”

FL
Fatima L.
TOEFL score: 89 · Morocco
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Reading Section

Instructions: Read the academic passage carefully. Answer the 10 questions that follow. Some questions require more than one answer.

  • Based on official ETS TOEFL iBT sample content.
  • Suggested time: 18–20 minutes for this section.

Passage: The Rise of Teotihuacán

The city of Teotihuacán, which lay about 50 kilometers northeast of modern-day Mexico City, began its growth by 200–100 B.C. At its height, between about A.D. 150 and 700, it probably had a population of more than 125,000 people and covered at least 20 square kilometers. It had over 2,000 apartment complexes, a great market, a large number of industrial workshops, an administrative center, a number of massive religious edifices, and a regular grid pattern of streets and buildings. Clearly, much planning and central control were involved in the expansion and ordering of this great metropolis. Moreover, the city had economic and perhaps religious contacts with most parts of Mesoamerica (modern Central America and Mexico).

How did this tremendous development take place, and why did it happen in the Teotihuacán Valley? Among the main factors are Teotihuacán’s geographic location on a natural trade route to the south and east of the Valley of Mexico, the obsidian resources in the Teotihuacán Valley itself, and the valley’s potential for extensive irrigation. The exact role of other factors is much more difficult to pinpoint — for instance, Teotihuacán’s religious significance as a shrine, the historical situation in and around the Valley of Mexico toward the end of the first millennium B.C., the ingenuity and foresightedness of Teotihuacán’s elite, and, finally, the impact of natural disasters, such as the volcanic eruptions of the late first millennium B.C.

This last factor is at least circumstantially implicated in Teotihuacán’s rise. Prior to 200 B.C., a number of relatively small centers coexisted in and near the Valley of Mexico. Around this time, the largest of these centers, Cuicuilco, was seriously affected by a volcanic eruption, with much of its agricultural land covered by lava. With Cuicuilco eliminated as a potential rival, any one of a number of relatively modest towns might have emerged as a leading economic and political power in Central Mexico. The archaeological evidence clearly indicates, though, that Teotihuacán was the center that did arise as the predominant force in the area by the first century A.D.

It seems likely that Teotihuacán’s natural resources — along with the city elite’s ability to recognize their potential — gave the city a competitive edge over its neighbors. The valley, like many other places in Mexican and Guatemalan highlands, was rich in obsidian. The hard volcanic stone was a resource that had been in great demand for many years, at least since the rise of the Olmecs (a people who flourished between 1200 and 400 B.C.), and it apparently had a secure market. Moreover, recent research on obsidian tools found at Olmec sites has shown that some of the obsidian obtained by the Olmecs originated near Teotihuacán. Teotihuacán obsidian must have been recognized as a valuable commodity for many centuries before the great city arose.

Long-distance trade in obsidian probably gave the elite residents of Teotihuacán access to a wide variety of exotic goods, as well as a relatively prosperous life. Such success may have attracted immigrants to Teotihuacán. In addition, Teotihuacán’s elite may have consciously attempted to attract new inhabitants. It is also probable that as early as 200 B.C. Teotihuacán may have achieved some religious significance and its shrine (or shrines) may have served as an additional population magnet. Finally, the growing population was probably fed by increasing the number and size of irrigated fields.

The picture of Teotihuacán that emerges is a classic picture of positive feedback among obsidian mining and working, trade, population growth, irrigation, and religious tourism. The thriving obsidian operation, for example, would necessitate more miners, additional manufacturers of obsidian tools, and additional traders to carry the goods to new markets. All this led to increased wealth, which in turn would attract more immigrants to Teotihuacán. The growing power of the elite, who controlled the economy, would give them the means to physically coerce people to move to Teotihuacán and serve as additions to the labor force. More irrigation works would have to be built to feed the growing population, and this resulted in more power and wealth for the elite.

1In paragraph 1, each of the following is mentioned as a feature of Teotihuacán between A.D. 150 and 700 EXCEPT:

2The word “ingenuity” in paragraph 2 is closest in meaning to:

3Which of the following is NOT mentioned in paragraph 2 as a main factor in Teotihuacán’s development?

4What can we infer from paragraph 3 about Cuicuilco prior to 200 B.C.?

5Which of the following gave Teotihuacán “a competitive edge over its neighbors”?

6According to paragraph 4, what did recent research on obsidian tools found at Olmec sites reveal?

7Select the TWO answer choices mentioned in paragraph 5 as features that may have attracted immigrants to Teotihuacán. You must select TWO answers.

8In paragraph 6, why does the author discuss “The thriving obsidian operation”?

9Where in paragraph 1 does the following sentence best fit? “In fact, artifacts and pottery from Teotihuacán have been discovered in sites as far away as the Mayan lowlands, the Guatemalan highlands, northern Mexico, and the Gulf Coast of Mexico.”

… (A) It had over 2,000 apartment complexes, a great market, and a regular grid pattern of streets and buildings. (B) Clearly, much planning and central control were involved in the expansion of this great metropolis. (C) Moreover, the city had economic and perhaps religious contacts with most parts of Mesoamerica. (D)


10Complete the summary by selecting the THREE most important ideas. This question is worth 2 points.

“Teotihuacán was a highly developed city in Mesoamerica that reached its peak between about A.D. 150 and 700.”
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Listening Section

Instructions: Click “Play Audio” to hear each conversation using your browser’s text-to-speech. Listen first, then answer. In the real TOEFL iBT you hear audio only once without a transcript.

Transcripts appear below each player for review after you answer. Toggle them with the button at the bottom of this section.

Part A

Short Conversations

Short conversation · ~20 seconds

(Narrator) Question 11. (Man) Should I lock up the computer lab now before I go home? (Woman) Don’t bother. I’m not leaving for a while — I can check it on my way out. (Narrator) What will the woman probably do?

11What will the woman probably do?

Short conversation · ~15 seconds

(Narrator) Question 12. (Man) Do you mind if I turn the television off? (Woman) Well, I’m in the middle of watching a program. (Narrator) What does the woman imply?

12What does the woman imply?

Short conversation · ~20 seconds

(Narrator) Question 13. (Woman) I heard the math requirements for graduation are being changed. (Man) Yes. And I may be short one course. (Narrator) What does the man mean?

13What does the man mean?
Part B

Longer Conversation

Campus conversation · ~2.5 min · Questions 14–17

(Narrator) Questions 14 through 17. Listen to a conversation between a student and a professor. (Man) Hi, Professor Adams. My name is Larry. (Woman) Hi, Larry. How can I help you? (Man) I was told that you place students in internships for various university programs. (Woman) Yes. (Man) Well, I’m interested in the internship at the university art museum. (Woman) Sorry, those positions are all filled for this year. (Man) Oh! But I just saw the announcement on the museum website this morning. (Woman) Unfortunately, the website is out of date. (Man) I want to do museum work after I graduate, and the job experience would look great on my resume. Plus it’s the only paid internship on campus. (Woman) I understand. However, there are some other ways to get work experience. For instance, the library is looking for student volunteers. They’re planning an exhibition of photographs documenting the history of the university. They want student volunteers to go through the archives and select images that show how the university has changed over the last hundred years. (Man) Hmm… (Woman) It’s only a four-week project, and it’s unpaid. (Man) But it would be something to put on my resume. (Woman) Exactly. Read the job description on the library’s website. If you’re interested, I’ll put in a good word for you with Emily Peterson. She’s the library’s exhibitions director and will be interviewing applicants. (Man) I’ll do that right away.

14What do the speakers mainly discuss?

15Why is the student disappointed?

16What will the library exhibition display?

17What can we infer about Emily Peterson, the library’s exhibitions director?
Part C

Academic Talk

Animal behavior lecture · ~2 min · Questions 18–20

(Narrator) Questions 18 through 20. Listen to a talk in an animal behavior class. (Man) Today’s discussion is about a common animal reaction — the yawn. The dictionary defines a yawn as an involuntary reaction to fatigue or boredom. That’s certainly true for human yawns, but not necessarily for animal yawns. The action can have quite different meanings in different species. For example, some animals yawn to intimidate intruders on their territory — fish and lizards are examples of this. Hippos use yawns when they want to settle a quarrel. Observers have seen two hippos yawn at each other for as long as two hours before they stop quarreling. As for social animals like baboons or lions — they yawn to establish the pecking order within social groups, and lions often yawn to calm social tensions. Sometimes animals yawn for a strictly physiological reason — to increase oxygen levels. And curiously enough, when they yawn for a physical reason like that, they do what humans do — they try to stifle the yawn by looking away or by covering their mouths.

18What is the speaker’s main point?

19According to the speaker, when are hippos most likely to yawn?

20What physiological reason for yawning does the speaker mention?
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Speaking Section

Instructions: Read each prompt, prepare your response, then speak for 45–60 seconds. For the best practice, set a phone timer and record yourself. Play it back and listen critically for fluency, structure, and pronunciation.

  • Independent tasks: Give your own opinion with reasons and examples.
  • Integrated tasks: Summarize both the reading and listening information.

You may type key points in the box below each prompt to organize your ideas first.

Independent Task 1 – Personal Choice

Some people enjoy taking risks and trying new things. Others prefer to be cautious and avoid danger. Which behavior do you think is better? Use specific reasons and examples to support your answer.

Preparation: 15 seconds · Speaking: 45 seconds

Integrated Task 2 – Campus Topic

Reading: A university announcement states that the sculpture program will be discontinued due to low enrollment and high equipment costs. The administration says students can study related arts in the ceramics and painting programs instead.

Listening: A student strongly disagrees. She says sculpture is a unique hands-on skill not replaceable by painting or ceramics. She also argues that enrollment is low because the course runs at inconvenient times, not because students lack interest.

State the woman’s opinion of the plan and explain the reasons she gives for holding it.

Preparation: 30 seconds · Speaking: 60 seconds

Integrated Task 3 – Academic Topic

Reading: Revealing coloration is a defense mechanism where animals display bright colors or patterns when threatened. These sudden reveals startle predators and give the prey animal time to escape.

Listening: The professor explains revealing coloration using two examples. The peanut bug displays large eye-like markings on its wings when disturbed, startling predators. The morpho butterfly flashes bright blue wings in flight, then shows brown camouflage when it lands — confusing predators tracking its movement.

Using the examples of the peanut bug and the morpho butterfly, explain the concept of revealing coloration.

Preparation: 30 seconds · Speaking: 60 seconds

Writing Section

Instructions: Write a well-organized, developed response for each task. Aim for 150–225 words for integrated tasks. The live word counter below each box helps you stay on target.

  • Time limit: 20 minutes per task in the real exam.
  • Focus on accuracy, organization, and coherence — not just word count.
  • Use your own words when summarizing. Do not copy the reading passage directly.

Writing Task 1 – Integrated (Reading + Listening)

Reading Passage (3 minutes): Sustainable forestry certification programs encourage companies to adopt ecological practices — selective logging, habitat preservation, and replanting. Supporters say certification protects biodiversity, reduces soil erosion, and gives consumers confidence that forest products come from responsibly managed sources. Three main arguments support certification: it provides market incentives for responsible logging, it helps preserve endangered species habitats, and it enables developing countries to earn more from their forests without exhausting them.

Listening Transcript: Despite what supporters claim, sustainable forestry certification has serious problems. First, market incentives often fail — many buyers choose cheaper uncertified wood, so certified companies don’t always benefit financially. Second, certification standards vary widely and some programs are so weak that logging companies qualify even when their practices cause real environmental damage. Third, in developing countries, small-scale local communities often lose logging rights when large certified corporations move in, so local economies can actually suffer.

Task: Summarize the lecture’s points. Explain how they challenge the specific points in the reading passage.

Word count: 0

Writing Task 2 – Integrated (Reading + Listening)

Reading Passage (3 minutes): Critics argue that paper-based voting systems are inefficient, costly, and prone to human error. They propose switching to fully digital voting. Three key advantages support this: faster results counting, lower long-term costs from eliminating paper and printing, and greater accessibility for voters with disabilities who can use screen readers and other assistive technologies.

Listening Transcript: Digital voting sounds attractive, but the reality is more complicated. Speed comes at a cost — digital counting is only faster when systems work correctly, but software failures or cyberattacks can delay results longer than any paper count. On costs, the reading ignores the enormous upfront expense of building secure digital infrastructure, regular software updates, and cybersecurity teams — which can far exceed paper printing costs. On accessibility, while screen readers help some voters, elderly voters and those without digital literacy face a serious new barrier that paper ballots do not create.

Task: Summarize the lecture’s points. Explain how they challenge the specific points in the reading passage.

Word count: 0

Submitting reveals your score for all objective questions. Speaking and Writing need instructor review.

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What Is the TOEFL iBT Exam?

The Test of English as a Foreign Language (TOEFL iBT), administered by Educational Testing Service (ETS), measures the English-language ability of non-native speakers who want to study at English-speaking universities. Over 13,000 institutions in 160 countries accept TOEFL scores — including universities in the United States, United Kingdom, Canada, Australia, and Germany.

The exam tests all four core language skills in academic English contexts. Each section scores 0–30, giving a total of 0–120. Starting January 2026, ETS also reports scores on a 1–6 CEFR-aligned scale alongside the traditional score.

Most graduate programs require scores between 80 and 100. Top-tier universities often want 100 or above. Check your target school’s admissions page for the exact requirement. Register for the TOEFL on the official ETS website. Also explore our guides: TOEFL exam overview, score requirements by universityund vocabulary practice.

Häufig gestellte Fragen

Yes — 100% free, forever. No account and no credit card needed. Open the page and start your practice immediately.
All four official sections: Reading, Listening, Speaking, and Writing — in the exact order you will encounter them on the real TOEFL iBT.
The exam timer starts at 3 hours to match a real full-exam environment. Most students complete the Reading and Listening sections in 60–90 minutes. Allow extra time for Speaking and Writing tasks.
Each section scores 0–30, giving a total of 0–120. From January 2026, ETS also provides a 1–6 CEFR-aligned scale alongside the 0–120 score. There is no universal passing score — each university sets its own minimum.
ETS introduced a new adaptive format in January 2026. This test uses classic ETS-style questions that build the core Reading and Listening skills you need for any TOEFL version. For new-format tasks, also practice with the official ETS 2026 sample test.
Speaking and Writing need review from a qualified instructor for a valid band score. Share your typed responses with a certified TOEFL instructor for detailed feedback. Our speaking tips guide and writing practice tasks also help you self-assess.
Requirements vary. Most undergraduate programs accept 60–79. Most graduate programs require 80–100. Top universities like MIT, Harvard, and Oxford often require 100 or above. Always check your specific target program’s admissions page directly.
As many times as you want. Retake every 1–2 weeks to track your progress. Use the Restart button to reset everything. Practice your weak sections daily with our vocabulary and speaking resources between full tests.
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What to Do After This Practice Test

Finishing one practice test is a great start. Real TOEFL preparation takes consistent, targeted effort. Here is the best path forward based on what top scorers do:

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Review every wrong answer

Don’t just check your score. Read why each wrong answer is wrong. Understanding your errors matters more than the number.

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Build academic vocabulary

Study the top 500 TOEFL words using spaced repetition. Learn 20 new words per day and review old ones every three days.

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Listen to English daily

Watch TED Talks, listen to NPR podcasts, or follow university lectures on YouTube. Thirty minutes of daily listening builds comprehension fast.

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Practice speaking aloud

Use our TOEFL speaking tips guide. Record yourself, time your responses, and listen back. Confidence only comes from volume of practice.

Get writing feedback

Share your writing responses with a certified instructor or language partner. Focus on topic sentences, transitions, and grammatical accuracy.

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Register early

Book your TOEFL date on the official ETS website at least 4 weeks in advance. Testing centers fill up quickly near academic deadlines.

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