Structure and Written Expressions of the TOEFL: Linguistic and Non-Linguistic Constraints

Yosintha, Rolisda; Yunianti, Sukma Shinta; Ramadhika, Boris

doi:10.15642/nobel.2021.12.1.70-90

Cited by 3 publications

(3 citation statements)

References 38 publications

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“…Various benefits of using this tool were documented which included an improvement in the level of confidence, interest in the learning process, and greater engagement of students. Yosintha et al (2021) examined the linguistic and nonlinguistic challenges to students in the learning structure and written expression section of the Test of English as a Foreign Language [TOEFL]. This qualitative study was conducted in two higher education institutes located in Magelang, Central Java, Indonesia.…”

Section: Literature Reviewmentioning

confidence: 99%

Linguistic and non-linguistic barriers to English speaking ability among Saudi EFL learners

Mahdi

2024

JPR

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The study aims to assess the role of linguistic and non-linguistic barriers on the English-speaking abilities of Saudi EFL learners. A cross-sectional design was adopted and convenience sampling was employed to recruit the EFL learners in Saudi Universities. An online survey was conducted. Descriptive statistics, ttests, and factor analysis were performed. The results of the study showed that non-linguistic barriers, affecting English-speaking capabilities included fear of making mistakes, shyness, anxiety, confidence, and a lack of interest. Where the most significant factor was confidence in to impact of English speaking. Moreover, among linguistic barriers i.e., grammar, vocabulary, and pronunciation, vocabulary was the most significant factor to influence the English-speaking ability of the Saudi EFL students. However, no gender-wise discrepancies were found in experiencing these barriers. The study concluded that there was no significant difference between male and female learners. Both genders faced linguistic and nonlinguistic barriers. However, pronunciation errors, a lack of vocabulary, and poor knowledge about grammatical structure were the linguistic barriers, faced by the students.

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Section: Literature Reviewmentioning

confidence: 99%

Linguistic and non-linguistic barriers to English speaking ability among Saudi EFL learners

Mahdi

2024

JPR

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“…There are many patterns or grammar rules that must be remembered and memorized by the students (Akmal, 2020). Structure and Written Expression is the part that is most problematic for students, in that section all of them have the theme grammar with complex or problematic grammar rules which cause difficulties for participants in answering the TOEFL (Yosintha et al, 2021).. Found that the most frequent problems arise in the inversion and the use of verbs (Umar, 2022). (Atmojo, 2018) said that the mistakes that often made in Part A of the Subject-Verb Agreement in the Structure and Written Expression were not only made by non-English Department students but also by English Department students.…”

Section: Analysis Of Difficulties and Errors In The Structure And Wri...mentioning

confidence: 99%

Error Analysis in Completing Structure and Written Expression of Toefl Test

Misnawati,

As’ari

2023

EJPBI

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The TOEFL test is commonly regarded as one of the requirements for comprehensive test or graduation for the students in an academic. Therefore, it is the obligation of students to fulfill these requirements and must to prepare more intensively to take the TOEFL test. The purpose of this research was to analyze the Structure and Written Expression of TOEFL and to investigate the underlying causes of the errors or mistakes made by the students. The subject was the students of English Department at Almuslim University. The research used mixed method. The researcher used both qualitative and quantitative designs. Data was collected through test and interviews. It can be described that the questions were consisted into three of difficulty category was 55%. While, medium category was 40% and easy category was 5% for students in answering the Structure and Written Expression. In the Structure form indicates the lowest correct answer was 11 and the highest correct answer was 73. The total the correct answer on the structure form was 235, while incorrect answer on the Structure form was 380. Whereas, in the Written Expression form the lowest answer was 45 and the highest correct answer was 92. The total correct answer on Written Expression Form was 29, while the incorrect answer on the Written Expression Form was 740. Based on research finding, it can be concluded that the students encountered similar difficulties when answering the questions in Structure and Written Expression Section of the TOEFL examination.

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“…Strengthening grammar knowledge is crucial for IELTS test takers. From the research of Yosintha et al (2021), several factors cause students' writing difficulties. The most significant factor is limited grammar knowledge, unpleasant learning experience, and limited exposure to poor L2.…”

Section: Introductionmentioning

confidence: 99%

Developing Syllabus for IELTS Preparation Program

Ningrum

Ningtyas

Hidayati

et al. 2021

NOBEL

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Since the IELTS test demands high English proficiency, it has become a challenge for Indonesian learners who are non-native English speakers. IELTS requires a thorough knowledge of English grammar to make the test takers able to gain high scores. The test-takers, who are mostly graduate students from various backgrounds, frequently join IELTS preparation classes. The previous research mainly focused on how teaching grammar is essential for students who want to take IELTS. Yet, the research about developing the syllabus for IELTS preparation classes has not been discussed much in Indonesia, making the information limited. Therefore, developing the syllabus for IELTS-based grammar is critically important since it assists the teacher in fulfilling students’ expectations and increases the student’s understanding of mastering English language skills. The current study aims at developing an IELTS-based syllabus for grammar to equip both students and teachers. The study adopted the developmental research proposed by Borg and Gall (2003). The syllabus was designed based on environment and need analysis obtained through interviews, placement tests, IELTS simulations, and questionnaires. The outcome is a three-part syllabus equipped with various learning activities to motivate and facilitate students to improve their grammar and ability to achieve higher IELTS scores.

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Structure and Written Expressions of the TOEFL: Linguistic and Non-Linguistic Constraints

Cited by 3 publications

References 38 publications

Linguistic and non-linguistic barriers to English speaking ability among Saudi EFL learners

Linguistic and non-linguistic barriers to English speaking ability among Saudi EFL learners

Error Analysis in Completing Structure and Written Expression of Toefl Test

Developing Syllabus for IELTS Preparation Program

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