Journal Screenshot

International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

Differences in Teaching Practices for TOEFL Reading: A Case Study of English and Non-English Major Teachers in China

Wang Jing, Aida Binti A. Rahman

http://dx.doi.org/10.6007/IJARPED/v14-i1/24450

Open access

Though teachers’ backgrounds greatly impact classroom practice, relatively little research has been done on how TOEFL reading preparation is impacted by them. Emphasizing teaching tactics, textbook selection, and classroom activities, this article compares the approach to TOEFL reading of Chinese English teachers with non-English teachers. Five TOEFL preparation sites located in Zhengzhou, China completed a questionnaire survey revealing some quite significant differences in preferences and approaches to instruction. English teachers preferred didactic and interactive pedagogies to improve students’ long-term language skills, whereas non-English teachers preferred task-based pedagogies to quickly improve students’ language and test-taking skills. For non-English teachers, task-based learning was observed to be more successful in raising TOEFL scores. Second, whereas both sets of teachers gave official TOEFL resources and test-oriented materials top attention, English majors used a wider range of supplementary resources to aid general language development. Thirdly, different patterns of classroom activities emerged: non-English teachers generally employed mock tests and group discussions whereas English teachers focused on summary and rewriting tasks. While both sets of teachers applied interactive learning techniques quite effectively, student interaction was only rather low. These findings have important implications for programs aimed at teacher preparation since they show how the background knowledge of teachers influences TOEFL reading instruction, therefore affecting the distribution of professional teaching resources.

Afrianto, A. (2017). Challenges of using portfolio assessment as an alternative assessment method for teaching English in Indonesian schools. International Journal of Educational Best Practices, 1(2), 106-114.
Abdulbaki, K., Suhaimi, M., Alsaqqaf, A., & Jawad, W. (2018). The impact of using the lecture method on teaching English at university. European Journal of Education Studies, 4(5), 285.
Adam, S., & Magfirah, S. (2021). Implementation of Problem-based learning model in TOEFL preparation program at Khairun University. ELS Journal on Interdisciplinary Studies in Humanities, 4(4), 424–430.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84.
Bachtiar, B. (2024). Insights into Classroom Dynamics: Indonesian EFL Teachers' Self-Efficacy in Instructional Strategies. Jurnal Basicedu, 8(1), 837-848.
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge university press.
Badu, H. (2020). Students’ ability in reading TOEFL. Jambura Journal of English Teaching and Literature, 1(2), 89-100.
Buehl, M. M., & Beck, J. S. (2014). The relationship between teachers' beliefs and teachers' practices. In International handbook of research on teachers' beliefs (pp. 66-84). Routledge.
Chua, H. W., & Lin, C. Y. (2020). The Effect of Task-Based Language Teaching in Learning Motivation. International Journal on Social and Education Sciences, 2(1), 41-48.
Choi, E., & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. Elt Journal, 72(2), 175-186.
Chen, Q., & Lin, A. M. Y. (2023). Facilitating the comprehension of academic content in the TOEFL iBT test preparation classroom. In Handbook of Multilingual TESOL in Practice (pp. 345-357). Singapore: Springer Nature Singapore.
Dewi, M., & Kurniawan, E. (2024). Professional development of english foreign language teachers in Indonesia: non-english educational background. Brazilian Journal of Development, 10(3), e67903-e67903.
Dharmawan, K. A., & Desfitranita, D. (2018). An Analysis of Students’ Difficulties and Strategies in Answering TOEFL Reading Comprehension Section (Doctoral dissertation, Institut Agama Islam Negeri Curup).
Dhillon, B. P. S., Herman, H., & Syafryadin, S. (2020). The Effect of Skimming Method to Improve Students’ Ability in Reading Comprehension on Narrative Text. Linguists: Journal Of Linguistics and Language Teaching, 6(1), 77-88.
Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning?. Jurnal Sosial Humaniora (JSH), 10(2), 59-70.
Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507-526.
Esfandiari, M. R., Riasati, M. J., Vaezian, H., & Rahimi, F. (2018). A quantitative analysis of TOEFL iBT using an interpretive model of test validity. Language Testing in Asia, 8, 1-13.
Febrina, W. (2017). Authentic vs non-authentic materials in teaching English as a foreign language (EFL) in Indonesia: Which one matters more. In The Asian Conference on Education (pp. 731-742).
Fajri, D. R. (2019). An analysis of student strategy in completing TOEFL reading comprehension test. Journal of English Language Teaching and Literature (JELTL), 2(2), 84-91.
Fitria, T. N. (2022). An analysis of the students’ difficulty in reading the TOEFL prediction test. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 23(2), 110-123.
Fatmawan, A. R., Dewi, N. P. A., & Hita, I. P. A. D. (2023). Skimming and scanning technique: Is it effective for improving Indonesian students’ reading comprehension?. Edusaintek: Jurnal Pendidikan, Sains Dan Teknologi, 10(3), 1181-1198.
Fitria, T. N. (2024). Question types on reading comprehension in TOEFL test: An implication in teaching reading TOEFL to students. Journal of English and Education (JEE), 41-54.
Girsang, A. L., Marbun, F. V. G., Turnip, Y. A. M., & Saragih, E. (2019). An analysis of reading comprehension difficulties in TOEFL test by high school students. Linguistic, English Education and Art (LEEA) Journal, 3(1), 132-137.
Hafeez, M. (2021). Project-based versus traditional lecture teaching methods. Social Science Learning Education Journal, 6(07), 513-524.
Huyen, T. T. N., & Trang, N. H. (2020). EFL teachers’ perceptions towards schema activation in English reading comprehension. Vietnam Journal of Educational Sciences, 16(2), 71-87.
Hoa, N. T. X., & Tuyen, N. T. (2021). A model for assessing the digital transformation readiness for Vietnamese SMEs. Journal of Eastern European and Central Asian Research (JEECAR), 8(4), 541-555.
Han, J., Perron, B. E., Yin, H., & Liu, Y. (2021). Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction. Higher Education Research & Development, 40(2), 247-262.
Huang, X., Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65.
Herdi, H. (2016). The students’ reading ability on test of English as the foreign language (TOEFL). ELT-Lectura, 3(1).
Ismail, N. M., & Fata, I. A. (2021). Improving reading TOEFL score through note taking strategy. Al-Ta lim Journal, 28(1), 46-54.
Joraboyev, B. B. O. (2021). Using authentic materials on english lessons. Academic research in educational sciences, 2(2), 1018-1025.
Jia, S. (2020). The Discussion of the College English Teaching Based on the Analysis of TOEFL. Frontiers in Educational Research, 3(4).
Jaelani, S. R., Wathoni, H., Purnama, B., Harianto, H., & Wadi, S. (2022). The students’ ability in reading comprehension of TOEFL test for The EFL learners. JSHP: Jurnal Sosial Humaniora Dan Pendidikan, 6(1), 60-66.
Jiang, X. (2020). Chinese student perceptions on English test preparation courses in China. Culminating Projects in TESL, 27.
Jiang, T. (2023). Re-positioning an exam training institution after COVID-19: Case study of a Chinese institution. Riunet.
Kurniawati, A., & Fitrawati, F. (2020). An analysis of students’ ability in comprehending TOEFL reading test at English Department Universitas Negeri Padang. Journal of English Language Teaching, 9(3), 593-598.
Kamil, C. A. T. (2020). The Students’ Strategies in Answering Reading Section of TOEFL Test (Doctoral dissertation, UIN Ar-Raniry).
Karimullah, I. W., & Mukminatien, N. (2022). Problems faced and strategies applied by test-takers in completing the TOEFL iBT Test. Studies in English Language and Education, 9(2), 574-590.
Kamal, M. (2018). Issues Faced by Students in Comprehending TOEFL Reading Text (Doctoral dissertation, UIN Ar-Raniry Banda Aceh).
Kutbiddinova, R. A., Eromasova, A., & Romanova, M. A. (2016). The Use of Interactive Methods in the Educational Process of the Higher Education Institution. International Journal of Environmental and Science Education, 11(14), 6557-6572.
Liao, S. T., (2018). A preliminary study of TOEFL reading teaching in international high schools. English Square: Academic research, (5), 143-144.
Lubis, N., & Siregar, N. P. H. (2022). Exploring of students’ difficulties in reading section of TOEFL. Cybernetics: Journal Educational Research and Social Studies, 209-220.
Lestari, S., & Syaifullah, S. (2017). A Narrative Research: a Student's Strategies in Reading Comprehension on TOEFL at the Eighth Semester of English Education Department of Lancang Kuning. ELT-Lectura, 4(2), 217544.
Liao, S. T., (2018). A preliminary study of TOEFL reading teaching in international high schools. English Square: Academic research, (5), 143-144.
Motlagh, F. A., Jafari, A. S., & Yazdani, Z. (2014). A general overview of task-based language teaching (TBLT), from theory to practice. International Journal of Language and Linguistics, 2(5-1), 1-11.
Ma, J., & Cheng, L. (2015). Chinese Students’ Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth, and Signi cance. TESL Canada Journal, 33(1), 58-79.
Maspufah, M. (2022). EFL learners’ ability in reading scientific text in TOEFL. Journal of English Language and Education, 7(1), 1-8.
Maspufah, M. (2022). EFL Learners’ Ability in reading scientific text in TOEFL. Journal of English Language and Education, 7(1), 1-8.
Martin, L. E., & Mulvihill, T. M. (2019). Voices in education: Teacher self-efficacy in education. The Teacher Educator, 54(3), 195-205.
Mawarni, A., & Usman, M. (2022). Students’ opinion towards the use of skimming and scanning techniques for TOEFL in reading comprehension. English LAnguage Study and TEaching, 3(2), 1-8.
Maizarah, M. (2019). Analysis on the students’ common difficulties in TOEFL reading comprehension (A case study on the second semester of English study program at Islamic University of Indragiri Tembilahan). EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 3(2), 99-106.
Malikovna, K. R. N., Mirsharapovna, S. Z., Shadjalilovna, S. M., & Kakhramonovich, A. A. (2022). Types of interactive methods in teaching English to students. Texas Journal of Multidisciplinary Studies, 14, 1-4.
Mufidah, N. (2014). The English teachers' mastery in TOEFL prediction. Journal on English as a Foreign Language, 4(2), 79-86.
Mawarni, A., & Usman, M. (2022). Students’ opinion towards the use of skimming and scanning techniques for TOEFL in reading comprehension. English LAnguage Study and TEaching, 3(2), 1-8.
Nuraini, S., Trisnawati, W., & Kurniawan, R. (2022). An analysis of English education department students' ability in TOEFL reading comprehension. Journal Of Language Education and Development (JLed), 5(1), 1-11.
Nikolaieva, O. (2016). A qualitative study on preparing EFL students to take the TOEFL internet-based (iBT) test in the Ukrainian context (Master's thesis, University of Stavanger, Norway).
Nurhayati, N., & Nehe, B. (2016). An analysis of students’ strategies in answering TOEFL. Journal of English Language Studies, 1(1).
Putlack, M., Poirier, S., & Jacobs, A. (2020). Decoding the TOEFL ® iBT: Actual test, reading 2. Korea: Darakwon.
Putri, R. E., & Syarif, H. (2021). Students’ needs for TOEFL preparation course at university. In Proceeding of International Conference on Language Pedagogy (ICOLP) (Vol. 1, No. 1, pp. 171-182).
Pramesti, R. A. (2023). Investigating students’ strategies and difficulties in facing TOEFL reading section. Journal of English Language and Education, 8(2), 52-62.
Rao, P. S. (2019). The effective use of authentic materials in the English language classrooms. Shanlax International Journal of Arts, Science and Humanities, 7(1), 1-8.
Ristra, P., Sukma, D., & Budiana, A. A. (2023). The influence of screen-based text toward students’ reading comprehension in TOEFL prediction test. International ABEC, 95-104.
Rupeika-Apoga, R., Petrovska, K., & Bule, L. (2022). The effect of digital orientation and digital capability on digital transformation of SMEs during the COVID-19 pandemic. Journal of Theoretical and Applied Electronic Commerce Research, 17(2), 669-685.
Rumelhart, D. E. (1980). On evaluating story grammars. Cognitive Science, 4(3), 313-316.
Rahmatillah, K. (2019). Communicative Language Teaching (CLT) through role play and task-based instruction. Script Journal: Journal of Linguistic and English Teaching, 4(1), 161-177.
Ristra, P., Sukma, D., & Budiana, A. A. (2023). The influence of screen-based text toward students’ reading comprehension in TOEFL prediction test. International ABEC, 95-104.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Setiawan, A. H. (2019). The use of skimming and scanning techniques in reading comprehension for TOEFL (An Experimental Research at UIN Ar-Raniry Banda Aceh) (Doctoral dissertation, UIN Ar-Raniry Banda Aceh).
Saefurrohman, P. D. (2017). Indonesian EFL teachers' classroom assessment methods in reading. Advances in Social Science, Education and Humanities Research (ASSEHR), 109. Atlantis Press.
Samad, I. A., Jannah, M., & Fitriani, S. S. (2017). EFL students’ strategies dealing with common difficulties in TOEFL reading comprehension section. International Journal of Language Education, 1(1), 29-36.
Suryani, N. Y. (2021). The effectiveness of virtual classroom in TOEFL preparation. Acitya: Journal of Teaching and Education, 3(2), 198-209.
Samad, I. A., Jannah, M., & Fitriani, S. S. (2017). EFL students’ strategies dealing with common difficulties in TOEFL reading comprehension section. International Journal of Language Education, 1(1), 29-36.
Saeheng, P. (2017). A study of e-learning, blended learning, and traditional teaching methods to motivate autonomous learning in English reading comprehension of Thais learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 1-20.
Turan-Özpolat, E. (2020). A Phenomenographic Study on Views about Entertaining and Boring Situations in Learning Process. International Education Studies, 13(10), 8-34.
Wyatt, M. (2018). Language teachers' self-efficacy beliefs: A review of the literature (2005-2016). Australian Journal of Teacher Education (Online), 43(4), 92-120.
Wang, T. (2022). Task-based learning strategies for developing students’ textual understanding and critical thinking abilities in an English intensive reading class (Doctoral dissertation, University of Wales Trinity Saint David (United Kingdom)).
Wathoni, H., Purnama, B., Harianto, H., Wadi, A. S., Jaelani, S. R., & Ningsih, B. S. (2022). Analysis on EFL learners' capability in mastering TOEFL test on reading comprehension. Journey: Journal of English Language and Pedagogy, 5(1), 114-119.
Wicaksono, A., & Jatmiko, J. (2024). The high achievers’ strategies in answering reading comprehension in TOEFL. Cendikia: Jurnal Pendidikan dan Pengajaran, 2(9), 100-105.
Xiong, Y., Sun, X. Y., Liu, X. Q., Wang, P., & Zheng, B. (2020). The influence of self-efficacy and work input on physical education teachers’ creative teaching. Frontiers in Psychology, 10, 2856.
Yang, J. (2023). The use of schema theory in the teaching of reading comprehension. Journal of Education and Educational Research, 4(1), 59-61.
Zainal, M. A., & Mohd Matore, M. E. E. (2021). The influence of teachers’ self-efficacy and school leaders’ transformational leadership practices on teachers’ innovative behaviour. International journal of environmental research and public health, 18(12), 6423.
Zhang, X. (2022). A comparative analysis of CET, IELTS and TOFEL for English acquisition. In 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022) (pp. 2193-2202). Atlantis Press.
Zarnis, Y., Septiana, T. I., & Trisanti, O. L. (2021). Analysis of students’ problems on the reading section of TOEFL. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 6(1), 139-154.
Zalha, F. B., Alfiatunnur, A., & Kamil, C. A. T. (2020). Strategies in dealing with the reading section of ‘TOEFL prediction’: A case of Aceh EFL learners. IJEE (Indonesian Journal of English Education), 7(2), 159-171.
Zhang, Q., Tang, X., Zhao, Y., & Wang, Z. (2023). Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials. Frontiers in Public Health, 10, 1044014.

Jing, W., & Rahman, A. B. A. (2025). Differences in Teaching Practices for TOEFL Reading: A Case Study of English and Non-English Major Teachers in China. International Journal of Academic Research in Progressive Education and Development, 14(1), 405–425.