Exploring TOEFL Anxiety in First-Time Test-Takers: Emotional, Cognitive, and Motivational Perspectives
Main Article Content
Asma Asma
Khairul Azmy
Nur Akmaliyah
Sri Kartika Abdul Rahman
The present study examined the test anxiety of TOEFL among non-English major college students who took the test for the first time. The aim is to explore emotional responses, cognitive problems, and motivational-behavioural implications associated with TOEFL anxiety. A descriptive qualitative study was adopted and six first-time TOEFL test takers were selected using purposive sampling. Data were collected through semi-structured interviews and analysed using descriptive thematic analysis to identify common themes across participants’ experiences. The results of the study suggest that students showed less anticipatory fear at the start but experienced more emotional pain during the test, especially during the Listening segment. The anxiety experienced was in the form of fear of failing, difficulty concentrating and lack of self-confidence, in accordance with theories of language anxiety that underline the effect of assessment pressure and perceived language proficiency. Cognitive obstacles included a limited vocabulary, problems with auditory information processing and poor strategy use which led to cognitive overload and reduced efficiency in performance. There were cognitive distortions among participants such as an overestimation of the task difficulty and underestimation of their talents, contributing to increased anxiety during test performance. TOEFL anxiety had also positive motivating effects, students reported an increased motivation to learn, improved study habits, and greater engagement in practicing English. Methods of coping included self-encouragement, support from friends and parents and constant practice, which eased anxiety and increased resilience. The statistics imply that TOEFL anxiety is a multidimensional entity consisting of emotional, cognitive and behavioural components which interact dynamically during test performance. The results highlight the significance of structured TOEFL preparation programs that integrate language skill building with anxiety reduction approaches to improve student readiness and performance on crucial English proficiency tests.
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Asma Asma , Universitas Islam Negeri Ar-Raniry Banda Aceh
Asma is a lecturer in UIN Ar-Raniry Banda Aceh. Graduated with a bachelor's degree in the English Language Education Program and a master's degree in the Instructional Technology. She is a researcher whose scholarly interests include educational technology, teaching methodology, and student motivation. Her research focuses on integrating innovative pedagogical approaches and digital technologies to enhance teaching effectiveness, foster student engagement, and improve learning outcomes across diverse educational contexts. She can be contacted at email: asma.budi@ar-raniry.ac.id
Khairul Azmy , UIN Ar-Raniry Banda Aceh
Khairul Azmy is an English lecturer at UIN Ar-Raniry Banda Aceh. A Monash University TESOL graduate and LPDP scholar, he specializes in technology-mediated instruction and vocabulary growth. His research focuses on digital tools, critical thinking, and learner autonomy, exploring how technology enhances communicative competence and academic skills in EFL settings. email: khairul.azmy@ar-raniry.ac.id
Nur Akmaliyah , Universitas Islam Negeri Ar-Raniry Banda Aceh
Nur Akmaliyah is a lecturer in the department of English language education, UIN Ar-Raniry Banda Aceh. She holds an M.A. in the field of language learning and education. Her academic work focuses on teaching methodology, language learning, and learner motivation. Having published multiple scholarly articles in these areas, her work investigates the practical application of educational theories in real-world settings, aiming to bridge the gap between educational theory and classroom practice. She can be contacted at email: nur.akmaliyah@ar-raniry.ac.id
Sri Kartika Abdul Rahman , Universiti Brunei Darussalam
Sri Kartika Abdul Rahman is an Assistant Professor at the Sultan Hassanal Bolkiah Institute of Education (SHBIE), Universiti Brunei Darussalam. SHBIE is a graduate school that provides teaching and supervision for the Master of Teaching, Master of Education and PhD programmes. Her teaching focuses on Brunei’s official language and literacy education. Her research interests include culture, values and heritage in language education, classroom-based action research, Jawi within Malay-Islamic civilisation, textbook analysis, digital learning, and the development of educational materials that strengthen Brunei identity, literacy and learning. She can be contacted at kartika.rahman@ubd.edu.bn
