Exploring EFL Views about the Value of Test Preparation Exam for TOEFL

Ockey Stansfield; Saehu Abas

doi:10.61227/iltt.v1i1.180

Authors

Ockey Stansfield University of Western Ontario, Canada
Saehu Abas Islamic University of Bunga Bangsa, Cirebon

DOI:

https://doi.org/10.61227/iltt.v1i1.180

Keywords:

Scriven’ model, Task Demands, Test Preparation Exam, TOEFL

Abstract

Test preparation for high-stakes English language tests has attracted growing research attention in the language assessment scope. However, little is known about what aspects of test preparation learners attend to and value. While theoretical and empirical research has focused on test-takers' attitudes toward test preparation and test-taking strategies, adequate attention to broader socio-political and ethical issues remains insufficient. Additionally, there exists a gap between achieving required test scores and actual academic communication abilities. Objective: This study aims to investigate EFL learners' views about the value of TOEFL test preparation courses based on Scriven's (1998, 2007) model that conceptualizes value as merit (intrinsic qualities), worth (contextual cost-effectiveness), and significance (assigned importance). Method: This descriptive study involved in 40 EFL learners enrolled in various academic programs at a University in Canada. The research subjects were students who had successfully gained admission to educational institutions after completing TOEFL preparation and achieving required scores. Results: Findings revealed that quality (merit) was linked to instructor characteristics and teaching methods, benefit (worth) was evaluated through effectiveness and adaptation to TOEFL and English skill development, while importance (significance) included participation in learning communities and motivation to study. Conclusion and Implications: This research provides educational insights for EAP program instructors at a University in Canada to understand students' experiences and perceptions of appropriate and effective English language learning support. The findings are also important given the increasing number of international students who require additional language competencies for academic success.

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