LITERATURE REVIEW
An overview of the previous studies
Previously, many studies were conducted on some fields of TOEIC For example, M.A thesis by Nhữ Hà Phương (2012): “Common errors made by pre-intermediate
This Master's thesis submitted to Vietnam National University focuses on the common errors made by pre-intermediate students in the TOEIC listening test, an area that has received limited attention in existing research By exploring these errors, the thesis aims to identify effective solutions and contribute valuable insights to the current body of TOEIC research Ultimately, this work seeks to lay the groundwork for future studies in this important field.
The M.A thesis titled “Some Strategies for Students to Avoid the Typical Traps in the Listening Section of the TOEIC Test” by Hoàng Vĩnh Lộc explores common pitfalls in the TOEIC listening section and offers specific strategies to help students approach the test with confidence The research posits that familiarizing students with these traps and effective avoidance strategies can lead to greater success and improved test scores Additionally, the author, drawing from personal experiences as a language learner, provides recommendations for enhancing students’ listening skills in preparation for the TOEIC test and suggests ways to create more effective listening classes at the Faculty of Foreign Languages at Lac Hong University.
Theoretical background
This section offers a theoretical foundation for the study by revisiting key concepts related to the thesis topic, including the nature of reading and reading comprehension, the reading process, and the classification of reading Additionally, it addresses the significance of listening, along with its classifications and processes.
1.3.1.1.An Overview on the Nature of Reading
Attempts have been made to give a definition of what reading is However, the act
7 of reading is not completely understood nor easily described
According to Rumelhart (1977), reading is a dynamic process that encompasses the reader, the text, and their interaction, highlighting the significance of both learners and reading materials in the act of reading.
Reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer, as described by Goodman (1971) This reconstruction involves a cyclical process of sampling, predicting, testing, and confirming Similarly, William (1986) emphasizes that written texts often contain more information than necessary, allowing efficient readers to extract only what they need to derive meaning.
Harmer (1989:153) views reading from a different perspective He considers reading as a mechanical process that “eyes receive the message and the brain has to work out the significance of the message.”
While many definitions of reading exist, none fully encapsulate its complexity However, they all seek to explore the essence of reading, highlighting the roles of the reader, the reading process, and the conveyed message.
Reading comprehension is essential in the process of learning a foreign language, as it involves efficiently extracting necessary information from reading materials This process is influenced by three key elements: the reading text itself, the reader's background knowledge, and the contextual factors that aid in interpreting the text.
According to Swam (1975:1), a student excels in comprehension when they can read accurately and efficiently, allowing them to extract the maximum information from a text while minimizing misunderstandings.
Grellet (1981:3) considers “reading comprehension or understanding a written text means extracting the required information from it as effectively as possible
Reading comprehension involves the ability of readers to identify the visual elements of a text while also grasping the underlying meanings conveyed by those elements.
Bottom-up models of reading focus on the reader's engagement with the written text, starting from letters and progressing through words, phrases, and sentences in a linear manner to construct meaning This approach, as noted by Nunan (1991), emphasizes a text-driven process where the reader plays a passive role, interpreting language through a series of symbolic representations However, Samuels and Kamil (188:301) highlight the limitations of these models, pointing out that the absence of feedback hinders the ability to account for the influence of sentence context and prior knowledge on word recognition and comprehension.
Top-down models of reading emphasize the reconstruction of meaning by focusing on the reader's interaction with the text rather than merely decoding its form This approach highlights the active role of the reader, who brings personal knowledge, expectations about language, and motivation to the reading process By engaging with the content, readers utilize their interests and attitudes, creating a deeper understanding of the material.
Apparently, the strong points of top-down models outnumber those of the bottom- up as the reader – the central of the reading process as we personally assume –
Some researchers argue that existing reading models demonstrate notable shortcomings, particularly in differentiating between beginning and fluent readers A strictly top-down approach to reading is often ineffective for readers confronted with texts rich in unfamiliar vocabulary Additionally, generating hypotheses in top-down models can prove to be more time-consuming than the actual process of decoding words.
Interactive models of the reading process address the limitations of both bottom-up and top-down approaches These models highlight the significance of prior knowledge and prediction while also stressing the need for quick and precise processing of the text's actual words.
According to Hayes (1991:7), interactive models suggest that various processes contribute distinct information that is shared among them This combined information from different processing types helps to establish the most accurate interpretation of printed material.
In conclusion, the rise of interactive models demonstrates their ability to enhance the advantages and reduce the drawbacks associated with using bottom-up or top-down models independently.
Reading can be categorized into two main types: reading aloud and silent reading Reading aloud, as defined by Doff (1988), entails not only looking at the text but also comprehending and vocalizing it While this method serves as an effective means of sharing information, it remains largely underutilized outside of educational settings.
In fact, reading aloud proves itself to be advantageous for the learners because it helps them make the connection between sounds and spelling of letters and words,
10 and assists the teachers to check learner’s pronunciation However, there is contradictory opinion about it Greenwood (1985) criticizes the overemphasis of the purpose of “teaching pronunciation” through reading aloud
Silent reading is the preferred method for both everyday life and classroom settings, as it aligns with how we naturally engage with our native language and is often more efficient (Lewis, 1985:110) This personal skill enhances reading comprehension for several reasons: learners can skip unnecessary words, read at their own pace, and revisit sentences they find challenging Additionally, silent reading enables students to quickly grasp main ideas while thoroughly understanding details necessary for answering questions Furthermore, it allows teachers to easily assess students' comprehension and tailor reading materials and exercises to their individual abilities.
According to purpose, reading is categorized into four types: skimming, scanning, extensive reading, and intensive reading
Skim-read and scan-read are necessary reading techniques for general sense or the gist of a reading text
Summary
This chapter provides essential concepts for the completion of the paper, beginning with an overview of the TOEIC test It also summarizes previous studies related to this thesis and introduces key theories on reading and listening comprehension.
METHODOLOGY
An introduction about VIMARU and FLC
Founded in 1956, The VIMARU is a premier university in Vietnam specializing in maritime education, with nearly 16,000 students enrolled across 19 fields The university maintains an annual enrollment of 2,400 to 3,000 students, focusing on higher education in nautical science, marine engineering, electrical and electronic engineering, shipbuilding, sea-transport economics, and waterway engineering Additionally, VIMARU offers postgraduate programs, including MSc and PhD degrees, in various maritime-related disciplines.
FLC, a department of VIMARU, is a trusted destination for individuals eager to learn foreign languages and prepare for international certification exams such as TOEIC and IELTS The center offers a diverse range of language programs tailored to meet the needs of students.
FLC offers a diverse range of 15 courses tailored to student needs, including Japanese and English classes for marine purposes The center primarily focuses on training students from VIMARU and other universities in Haiphong for TOEIC test-taking skills Each TOEIC course lasts between 50 to 100 hours, allowing students to select convenient times for attendance Classes typically accommodate 25 to 45 students, providing lecturers the opportunity to engage with learners of varying levels and TOEIC score requirements, which enhances their teaching methods.
FLC offers a variety of educational options, including full-time and evening classes, as well as specialized TOEIC training The center collaborates with esteemed institutions across Vietnam, such as Hanoi University of Science and Technology and Vietnam National University, Hanoi, enhancing its training programs through these partnerships.
With its new position as a member of Vietnam Maritime University, the Center goes on with upgrading teaching and learning facilities, training teachers, expanding the teaching areas.
Students and learning requirements
Students enrolled in TOEIC classes primarily come from VIMARU, along with others from various universities in Haiphong, including Haiphong Medical University, Haiphong Private University, and Haiphong University These students, ranging from freshmen to final-year students, share a common goal of obtaining a TOEIC certificate While they come from different departments and varying levels of English proficiency, those from the Maritime Economics Faculty typically perform better All students follow the same Starter TOEIC course book, attending six English classes per week, with a minimum requirement of three classes weekly over a 15-week period Throughout the course, each class undergoes three TOEIC-based progress tests, tailored by the instructor, with varying content and length.
16 of fifteen weeks, they are asked to sit for a full TOEIC- based test and then the score will be converted into10- mark scale as a traditional way of marking.
Teachers and teaching methods
FLC employs 14 English teachers aged between 22 and 45, with the majority having received formal English Language Teaching (ELT) training from various tertiary institutions in Vietnam The teaching experience among the staff ranges significantly, with the oldest teachers boasting over 20 years of experience, while the youngest has just over a year Each teacher is assigned to different levels and classes, typically conducting 2-hour sessions at least once a day, with individual responsibility for their respective classes.
At FLC, the majority of classes focus on TOEIC preparation, yet teachers employ diverse techniques and activities to enhance reading and listening skills By selecting activities tailored to their students' needs, educators aim to familiarize learners with a variety of methods To determine the most effective strategies, teachers invest significant time in designing appropriate reading and listening exercises Common activities include true or false questions, answering queries, filling in blanks, and selecting the correct answers, all of which contribute to a well-rounded learning experience.
Effective teaching methods for reading and listening skills, along with engaging activities, significantly enhance students' abilities in these areas The quality of instruction and learning in reading and listening at the center continues to improve daily.
Materials and Assessments
English is taught at various levels, with educators frequently selecting specific course materials Notable textbooks include "Beginning TOEIC Test-Taking Skills Very Easy TOEIC Second Edition" by Anne Taylor and Garrett Byrne, as well as "Developing Skills for the TOEIC Test" by Paul Edmunds and Anne Taylor These resources are designed to enhance students' preparation for the TOEIC exam.
TOEIC Test –taking skills Starter TOEIC third edition by Anne Taylor & Casey
For effective TOEIC preparation, consider utilizing resources such as "Malarcher, Target TOEIC Second Edition" by Anne Taylor, "Longman New Real TOEIC Full Actual Tests," and "Oxford Practice Tests for the TOEIC Test." Additionally, "Barron’s TOEIC Practice Exams" and "Barron’s 600 Essential Words for the TOEIC Test" are excellent tools to enhance your vocabulary and test-taking skills.
Teachers at FLC face challenges in intensively developing reading and listening skills separately within a single lesson In reading sections, they provide handouts for students to complete in class or at home, followed by corrections and explanations of any mistakes During listening sections, students practice with four sample parts resembling the real TOEIC test, after which teachers correct errors and offer new vocabulary and explanations as needed.
DATA COLLECTION, DATA ANALYSIS, MAJOR
Selection of subjects
A survey was conducted with 85 third-year students enrolled in TOEIC 7 and TOEIC 5 classes, which started at different times, meaning they were not learning the same material during the survey However, all participants had completed 20 lessons, providing them with a solid understanding of the skills presented by their teachers The group consisted of 75 male and 10 female students, all officially trained at VIMARU and possessing at least six years of English learning experience These factors indicate that the survey data is reliable, as the students are knowledgeable and capable of accurately responding to the questions posed.
Data collection instruments
A survey was conducted to gather reliable data, involving a questionnaire administered to 85 students from two TOEIC classes This questionnaire served as the primary tool for data collection, aimed at obtaining valuable information regarding the participants' experiences and insights.
1, Students’ attitude towards TOEIC test (Questions 1, 2, 3)
2, Students’ attitude towards TOEIC listening class (Questions 4, 5, 6)
3, Factors that cause difficulty in TOEIC listening texts (Question 7)
4, Factors that cause difficulty in TOEIC reading texts (Question 10)
5, Students’ attitudes towards TOEIC reading class (Questions 8, 9)
6, Students’s preparation for TOEIC listening skill (Questions 11, 12)
7, Students’ preparation for TOEIC reading skill (Questions 13, 14, 15, 16)
8, Students’ expectation from the teachers (Questions 17, 18)
9, Students’ attitudes towards TOEIC supplementary materials (Questions 19, 20,
The survey aimed to gather students' opinions on the TOEIC supplementary materials, their interactions with teachers, and the reading and listening teaching methods they employ It also sought to understand their preparation strategies for the TOEIC test and the challenges they encounter These inquiries align with the researcher’s goal of identifying effective methods to enhance students’ TOEIC test-taking skills.
Data analysis, findings and discussion
Understanding the issues at hand requires referencing a crucial data source linked to the literature review The survey questions were intentionally crafted to capture students' opinions on the TOEIC test, the reading and listening materials they utilize, their interactions with teachers, and the teaching methods employed for developing reading and listening skills These inquiries are integral to identifying strategies for enhancing the teaching and learning of reading and listening skills at FLC through literature comparison and cross-referencing responses from the questionnaire The following section presents key findings, interpretations, and discussions.
3.3.1 Students’ attitude towards TOEIC test (Questions 1, 2 &3) option question a b c d
According to the data presented, a significant majority of FLC students, 87%, study English primarily to obtain a TOEIC certificate In contrast, only 8.9% pursue English for communication purposes, 2.5% for entertainment, and a mere 1.6% for studying abroad.
A significant majority of students, specifically 55.3%, perceive the TOEIC test as very difficult, with none considering it easy Additionally, the proportions of students who find the test difficult or quite difficult are nearly equal, at 21.4% and 23.3%, respectively.
A significant observation from the data indicates that 79.5% of students feel they do not have enough time to complete the TOEIC test, while only 20.5% believe the time constraints are appropriate Notably, no student reported that the two-hour duration is excessive, suggesting that poor time management may be a factor affecting their test performance.
Students at FLC are highly motivated to improve their TOEIC test scores due to a genuine need for better results Recognizing the challenges posed by the TOEIC exam, they consistently strive to perform their best Despite their dedication and awareness of their goals, their current study methods may not be effective in achieving the desired score improvements.
3.3.2 Students’ attitude towards TOEIC listening classes (Questions 4, 5 & 6) option question a b c d e
The data reveals that a significant majority of teachers, 70.6%, incorporate listening techniques into their lessons, while 24.3% offer detailed explanations of students' listening errors However, only a small fraction, 5.1%, focus on additional aspects of listening instruction.
%) give the students the answers and none of them do all the four listening sample exercises for the students (0%)
Table two reveals that students have encountered a wide range of listening activities in the classroom, showcasing a variety of formats The most common activities include answering questions (22%), true/false exercises (20%), identifying and correcting mistakes (20%), gap-filling tasks (20%), and chart/form completion (18%).
According to the data presented in the table, a significant 85% of teachers typically take the initiative to stop or replay recordings, while only 15% of students feel confident enough to request this action when they encounter difficulties in understanding the material.
In conclusion, the teachers at FLC strive to make TOEIC listening lessons engaging by incorporating a variety of listening activities They recognize the significance of effective listening techniques and introduce these strategies to students at the start of the course However, a challenge arises as students often lack the confidence to request pauses or replays of recordings when they encounter difficulties, leading to a superficial understanding of the listening texts This lack of comprehension ultimately hinders their ability to select the correct answers in listening exercises.
3.3.3 Factors that cause difficulty in TOEIC listening texts (Question 7) option question a b c d e
Table 3 reveals that 48% of students find the speaking speed of the speaker to be their biggest challenge, while 26% struggle with limited vocabulary and sentence structures Additionally, 20% of students have difficulty understanding accents Only a small percentage, 4% and 2%, report that unfamiliar topics and contexts pose minimal challenges in their listening comprehension.
Students face three main challenges when listening to audio materials, with the most significant being the difficulty in keeping up with the speaker's pace This struggle is particularly evident among students at FLC, who often focus on deciphering each word, leading them to miss subsequent parts of the audio and ultimately hindering their understanding of the overall message To address this issue, it is crucial for teachers to select appropriate listening materials Additionally, many students feel that their vocabulary and grammatical knowledge are insufficient, causing them to panic when they encounter unfamiliar words or structures To alleviate this anxiety, teachers should provide opportunities for students to infer meanings from contextual clues.
To enhance listening skills for long texts like those found in Part 4 of the TOEIC test, students must practice skimming and understanding context Teachers should introduce key vocabulary and structures, providing explanations before students engage in listening activities Additionally, exposure to various voices and accents is crucial; therefore, educators should encourage students to listen to diverse recorded materials to familiarize themselves with different pronunciations and speech patterns.
In summary, students face numerous challenges while listening, and addressing these issues is not straightforward Effective solutions necessitate both support from teachers and active participation from students.
3.3.4 Factor that causes difficulty in TOEIC reading texts? (Question 10) option question a b c d
Table 4 reveals that 58.9% of students struggle primarily with limited vocabulary, making it their biggest challenge Additionally, 25.8% of students find it difficult to quickly comprehend texts In contrast, only 5.2% of students report that grammatical issues and writing style significantly hinder their reading comprehension.
A limited vocabulary significantly hinders students' reading speed and comprehension To address this issue, educators should teach effective reading strategies such as skimming and scanning, as well as techniques for predicting the meanings of unfamiliar words based on context.
Summary
The analysis of collected data reveals the current state of TOEIC test preparation at FLC, highlighting its potential as a center dedicated to the growth of both teachers and students It is evident that while the teaching techniques employed may be somewhat aligned with modern practices, there remains room for improvement and further development.
The data indicates that significant challenges exist in teaching and learning TOEIC test-taking skills, which negatively impact students' test results Students often lack effective study methods and sufficient experience, while teachers frequently do not dedicate enough time to create successful and impactful lessons.
In chapter three, survey findings indicate that the majority of students are engaged and knowledgeable about their responsibilities for each TOEIC lesson Nevertheless, their current efforts appear insufficient for enhancing their test-taking skills effectively.
Overcoming challenges in the teaching and learning process requires significant time and effort from both teachers and students In the following chapter, the researcher will propose various methods informed by personal knowledge, experience, and research findings.
A survey of 30 participants was conducted to enhance the quality of teaching and learning TOEIC test-taking skills for both teachers and students at FLC.
SOME SUGGESTED METHODS TO IMPROVE STUDENTS’
Suggestions for the teachers
Motivation and interest are crucial for success, particularly among the dedicated students at FLC of VIMARU who are preparing for the TOEIC test Teaching TOEIC classes can be both engaging and rewarding, yet it carries a significant responsibility, as the quality of instruction directly affects students' lives and careers Therefore, it is vital for TOEIC teachers to help students set realistic goals, understand their specific needs for score improvement, design effective courses that maximize study time, leverage their knowledge of the test to navigate its challenges, offer concrete strategies for each test section, and provide guidance on enhancing English skills beyond the classroom.
4.1.1 Setting realistic goals for the students
TOEIC students often have a very clear idea of exactly what they want to achieve
At VIMARU, students are aware of the scores required for graduation, yet many TOEIC learners struggle with unrealistic expectations, believing that a brief intensive study session will suffice, similar to their experiences in high school and college Unlike traditional exams, the TOEIC test assesses a broad range of English skills, requiring a vast vocabulary, advanced listening abilities, and a strong grasp of grammar Success on the TOEIC demands a comprehensive understanding of the English language, as there are no shortcuts or tricks It is crucial for teachers to help students recognize the significant challenge posed by the TOEIC test.
To enhance student performance on the TOEIC test, it's crucial to recognize the specific challenges it poses This understanding is vital for effectively planning lessons and enables educators to choose the most suitable textbooks for their courses.
Selecting appropriate course materials significantly influences the effectiveness of the course and the teacher's workload When a teacher is tasked with choosing textbooks, it is crucial to consider several key factors.
4.1.3.1 Course duration vs amount of text material
The teacher should try to choose a textbook that contains roughly the amount of material required for her course
4.1.3.2 Student ability vs text difficulty
As with any course, choosing materials appropriate for her students’ level is an
To ensure successful TOEIC preparation, teachers should select materials that closely match the target student score range while avoiding overly simplified textbooks, such as "Very Easy TOEIC" by Anne Talor and Garrett Byrne Although these resources may ease lesson planning, they can hinder students' performance by failing to expose them to authentic test conditions and vocabulary Practicing with genuine listening and reading texts is crucial for developing essential time management and test-taking skills Therefore, it is vital for educators to choose scaffolded strategy exercises suitable for their students’ levels, while utilizing authentic materials for practice that accurately reflect the real test format.
4.1.3.3 Text content vs student needs
When selecting a textbook, teachers should consider their students' needs as a guiding "shopping list." By taking into account various factors that contribute to student success, educators can identify any gaps and provide necessary support Choosing the right textbook can significantly reduce additional workload for teachers.
Designing a standardized TOEIC course at FLC is challenging due to the varying levels of students Teachers must create tailored lesson plans for their specific classes, especially if they are not conducting long-term intensive courses Without proper planning, teachers risk running out of time to cover essential sections, like Part 7, or may find that students have forgotten earlier material To prevent these issues, careful preparation is crucial.
34 like this, she needs to design a course outline that distributes the available lesson time appropriately and effectively recycles and reviews the key points
Effective TOEIC courses generally consist of two main parts They are the lesson component and the homework component
The lesson component focuses on the actual content students engage with during class, emphasizing the importance of familiarizing them with test features, enhancing their test-taking strategies, and developing essential language skills Additionally, it provides practice with the types of questions they are likely to face, ensuring a comprehensive preparation experience.
Homework is an essential component of student learning, as it allows students to reinforce in-class instruction through additional practice at home Teachers play a crucial role in guiding students toward activities that enhance their skills and knowledge When selecting homework assignments, it is important to choose tasks that necessitate follow-up to ensure their effectiveness Assignments that can be self-graded or involve peer correction are particularly beneficial, as they encourage student engagement and facilitate learning.
Suggestions for the students
To achieve the desired scores on the TOEIC test, students must understand how to approach each section effectively It is essential to adopt specific strategies tailored to each part of the test Additionally, honing TOEIC test-taking skills is crucial for success in this assessment.
Students should adopt two primary strategies for Part 1 Firstly, they need to analyze the picture to anticipate relevant vocabulary and statements they may encounter By identifying the key elements of the image and brainstorming associated words and phrases, they can enhance their comprehension and response accuracy.
35 much better prepared when they actually listen The second strategy is to listen and elimilate incorrect answer choices
This section of the test focuses solely on listening skills, presenting a challenge as there are no hints to help students anticipate the audio content Unlike the predictable responses often practiced in school, the answers here are genuine and require students to discern the implied meanings to identify the correct responses.
To excel in Part 3 of the test, students should employ two effective strategies Firstly, it is crucial to answer questions swiftly, ideally while the listening text is still being played Secondly, during the pauses between conversations, students should take the opportunity to skim the upcoming three questions, anticipate the content they are likely to hear, and pinpoint the specific information they need to focus on.
In this section, students will listen to extended texts delivered by a single speaker on various topics To succeed, it's crucial for students to understand their listening objectives beforehand, as attempting to listen first and address questions later can lead to information overload Additionally, mastering the skill of recognizing paraphrasing is essential for effective comprehension in this part.
The "2-Pass" technique is an effective method for students to tackle challenging questions During the first pass, students quickly answer all the questions they find easy, skipping any they can't answer within ten seconds In the second pass, they revisit the unanswered questions, taking up to thirty seconds to determine the correct answer This strategy helps maximize efficiency and focus during assessments.
36 they should guess and move on This technique ensures that students do not get stuck on the more challenging questions and end up wasting a lot of time
Part 6 of the test presents similar challenges to Part 5, and students should begin with the first gapped sentence, applying the techniques from Part 5, which are effective for most questions in this section However, at least one question in each passage will require additional context from surrounding sentences to answer correctly, so students must skim these sentences for clues.
Effective time management is crucial for students tackling Part 7 of their exams, as many struggle with blank answers or random guesses when time runs out To optimize their performance, students should consider completing Part 7 before Parts 5 and 6, since there are no strict rules regarding the order of sections If students are unfamiliar with the key words necessary for Parts 5 and 6, spending additional time on those sections may not be beneficial Instead, students should focus on the questions first rather than diving into the passage, as this can help alleviate anxiety and improve efficiency Additionally, prioritizing easier questions can ensure that students secure valuable points, even if they run out of time.
4.2.2 Developing TOEIC test taking skills
In addition to test – specific practice outlined above, students will benifit from developing their core listening and reading skills
Incorporating pre-listening activities is essential for enhancing listening comprehension skills By developing effective pre-listening strategies, students can anticipate the content of the audio material and understand what to focus on before the recording begins This approach is particularly beneficial for Parts 3 and 4 of listening exercises, where printed questions provide valuable context By reviewing these questions, students can extract key information and establish an initial framework for understanding the material.
Exposure to various accents and connected speech is crucial for students developing their TOEIC listening skills The TOEIC listening sections feature speakers from the US, Canada, Britain, and Australia Regularly listening to recordings from BBC UK or CNN can help students become familiar with these diverse accents and connected speech patterns.
Building vocabulary is crucial for students, especially for success on the TOEIC test, where it plays a significant role To enhance their vocabulary daily, students should take notes during class and practice reading at home Consistent effort in expanding vocabulary is essential for academic achievement.
Scanning is a crucial skill for quickly locating specific details, especially in time-sensitive situations like the TOEIC test Students should practice this technique to efficiently identify key words in answer choices for both the Listening and Reading sections before the audio begins To enhance this skill, it's important to practice under tight time constraints, which will boost confidence as proficiency improves Gradually decreasing the allotted time for practice sessions can further aid in developing scanning abilities.
Skimming is a reading technique used to grasp the main idea of a text quickly Students can effectively understand the gist by first examining titles or headings, then rapidly reading the first and last sentences of each paragraph Additionally, focusing on nouns while skimming the passage can enhance comprehension of the overall content.
Regular practice with 38 verbs under timed conditions can enhance students' skills and help them recognize similar lexical relationships during tests.
Based on the findings in Chapter 3, the researcher offers valuable suggestions for both teachers and students Drawing from her experiences as a TOEIC instructor, she aims to share effective teaching strategies with her colleagues to enhance their lesson plans Additionally, by understanding the challenges faced by her students, she provides essential techniques designed to improve their test-taking skills Implementing these strategies regularly is expected to lead to better test scores.