Verbal report data were collected from 32 students, representing four language groups (Chinese, Japanese, Korean, and Other) doing the Reading section tasks from the LanguEdge courseware materials. Students were randomly assigned to two of the six reading subtests, each consisting of a 600-700 word text with 12-13 items. Subjects’ verbal report accompanying the items representing each of the ten item types was evaluated to determine strategy use. The findings provide insights into the response behaviors prompted by the reading tasks on the new TOEFL.
