ASPECTS OF TOEFL PERCEIVED AS DIFFICULT BY UNIVERSITY STUDENTS: A DESCRIPTIVE QUALITATIVE STUDY

Abstract

This study aims to explore and describe the aspects of the Test of English as a Foreign Language (TOEFL) that are perceived as challenging by university students. Employing a descriptive qualitative research design, the study seeks to capture students’ firsthand experiences and perceptions regarding the difficulties encountered during the test. Data were collected through an open-ended questionnaire administered to undergraduate students who had previously taken an institutional TOEFL examination at the university level. The qualitative data were analysed thematically to identify recurring patterns and sources of difficulty across the different sections of the test. The findings indicate that students experience notable difficulties in all three major sections of the TOEFL, namely listening comprehension, structure and written expression, and reading comprehension. In the listening section, students reported challenges related to limited vocabulary knowledge, rapid speech delivery, and unfamiliar accents used by native speakers. Difficulties in the structure and written expression section were primarily associated with complex grammatical constructions and insufficient mastery of English grammar rules. Meanwhile, in the reading comprehension section, students identified time constraints and limited familiarity with academic vocabulary as the main obstacles to successful performance. Overall, the results highlight that linguistic limitations and test-related factors significantly affect students’ performance on the TOEFL. This study contributes to a deeper understanding of university students’ perceived difficulties in taking the TOEFL and underscores the need for targeted instructional support. The findings offer pedagogical implications for the development and improvement of TOEFL preparation programs in higher education, particularly in addressing vocabulary development, listening exposure, grammatical competence, and test-taking strategies