Speaker
Description
In Vietnam, the TOEIC test has become an essential benchmark for assessing English proficiency, especially for non-English majors who are preparing for graduation and future employment. This study explores the impact of reading test-taking strategies on the TOEIC performance of EFL learners at Nguyen Tat Thanh University, where TOEIC scores play a vital role in determining students’ academic and professional readiness. A mixed-methods approach was employed, involving 50 non-English major students majoring in Business Administration, with English proficiency ranging from A2 to B1. Data collection included a structured questionnaire designed to examine the use of five categories of reading test-taking strategies: memory, cognitive, compensatory, metacognitive, and affective. Additionally, semi-structured interviews were conducted with five selected students to gain deeper insights into their strategy use and perceptions during TOEIC reading tasks. The results revealed a dominant use of memory and compensatory strategies, which helped students manage unfamiliar vocabulary and time constraints. Although metacognitive strategies were used less frequently, they were strongly correlated with better test performance. Interview data further highlighted that students who consciously employed strategic reading approaches generally achieved higher scores. The study recommends that TOEIC preparation courses at Nguyen Tat Thanh University incorporate explicit instruction on strategic reading, particularly metacognitive strategies to improve students' test-taking efficiency and confidence under pressure.
TOEIC Reading, Test-Taking Strategies, EFL Learners, Metacognitive Strategies
Biography
Ms. Ho Bich Nhu is a lecturer in English at Kien Giang University, Vietnam. She earned her Master’s degree in TESOL from the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. Her professional interests include English language teaching, language assessment, learner autonomy, and teacher development.
She has conducted research in various areas of English language education, focusing on formative assessment, metacognitive strategies, and innovative teaching approaches such as flipped classrooms and lesson study. Her work has contributed to a better understanding of how instructional strategies can enhance students’ language performance and support teacher growth in the Vietnamese EFL context.
Ms. Nhu is committed to improving English teaching practices and continues to engage in research and academic activities to support student learning and professional development in higher education.
Ms. Ho Thi Giang is currently a lecturer of English language at Huflit. Having spent her early years in a household that had regular educational development discussions, Giang developed a keen interest in the field of language education and its different paths of development. Her key areas of work and research focus on language spychology and language development for different levels of learning. At present, she is working on a project that related to book reading and language development among children. Always keep in mind the importance of language-driven pedagogy, Giang focuses on deep learning and personalized learning method that help learners to reinforce their language skills following the scaffolding technique.
