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Exploring the Relationship between TOEIC Listening and Reading Scores and Test-Taking Strategies among University Students

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Title: Exploring the Relationship between TOEIC Listening and Reading Scores and Test-Taking Strategies among University Students
Language: English
Authors: Nakhon Kitjaroonchai (ORCID 0000-0003-2965-4932), Tantip Kitjaroonchai (ORCID 0009-0002-1076-7742)
Source: Journal of English Teaching. 2026 12(1):66-83.
Availability: Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Language Tests, English (Second Language), Second Language Learning, Foreign Countries, Reading Comprehension, Listening Comprehension, Scores, College Students, Student Behavior, Test Wiseness, Reading Tests, Listening Comprehension Tests, Test Preparation, Learning Strategies, Study Habits
Geographic Terms: Thailand
Assessment and Survey Identifiers: Test of English for International Communication
ISSN: 2087-9628
2622-4224
Abstract: English proficiency remains a critical determinant of academic and professional readiness, with TOEIC serving as a key indicator of real-world communication skills. Understanding how listening and reading interact--and how test-taking behaviors shape outcomes--offers meaningful guidance for both instruction and assessment. This study investigated the relationship between TOEIC Listening Comprehension (LC) and Reading Comprehension (RC) scores and explores the test-taking strategies employed by high-scoring university students. Quantitative data were drawn from 727 TOEIC mock test records collected over four academic years at Asia-Pacific International University, while qualitative insights were obtained from reflective responses of 30 students scoring between 700 and 990. Pearson correlation analysis revealed a strong positive association between LC and RC (r = 0.899, p < 0.01), with LC accounting for 81% of the variance in RC scores (R² = 0.809), confirming listening proficiency as a significant predictor of reading performance. Correlations remained moderate across proficiency bands, though the LC-RC gap widened among lower scorers, indicating disproportionate weaknesses in reading. Thematic analysis identified seven strategy categories: strategic time management, pre-reading and predictive listening, selective attention, elimination and inference, focus and concentration control, emotional regulation and stress management, and test familiarity practices. Findings underscore the need for integrated receptive-skill instruction and holistic strategy training that combines cognitive, metacognitive, and affective approaches. These insights inform curriculum design and pedagogical interventions aimed at improving TOEIC outcomes and enhancing learners' readiness for global communication.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501917
Database: ERIC
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  Data: Exploring the Relationship between TOEIC Listening and Reading Scores and Test-Taking Strategies among University Students
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nakhon+Kitjaroonchai%22&quot;&gt;Nakhon Kitjaroonchai&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-2965-4932&quot;&gt;0000-0003-2965-4932&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Tantip+Kitjaroonchai%22&quot;&gt;Tantip Kitjaroonchai&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0002-1076-7742&quot;&gt;0009-0002-1076-7742&lt;/externalLink&gt;)
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  Data: Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
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  Data: English proficiency remains a critical determinant of academic and professional readiness, with TOEIC serving as a key indicator of real-world communication skills. Understanding how listening and reading interact--and how test-taking behaviors shape outcomes--offers meaningful guidance for both instruction and assessment. This study investigated the relationship between TOEIC Listening Comprehension (LC) and Reading Comprehension (RC) scores and explores the test-taking strategies employed by high-scoring university students. Quantitative data were drawn from 727 TOEIC mock test records collected over four academic years at Asia-Pacific International University, while qualitative insights were obtained from reflective responses of 30 students scoring between 700 and 990. Pearson correlation analysis revealed a strong positive association between LC and RC (r = 0.899, p &lt; 0.01), with LC accounting for 81% of the variance in RC scores (R&#178; = 0.809), confirming listening proficiency as a significant predictor of reading performance. Correlations remained moderate across proficiency bands, though the LC-RC gap widened among lower scorers, indicating disproportionate weaknesses in reading. Thematic analysis identified seven strategy categories: strategic time management, pre-reading and predictive listening, selective attention, elimination and inference, focus and concentration control, emotional regulation and stress management, and test familiarity practices. Findings underscore the need for integrated receptive-skill instruction and holistic strategy training that combines cognitive, metacognitive, and affective approaches. These insights inform curriculum design and pedagogical interventions aimed at improving TOEIC outcomes and enhancing learners&#39; readiness for global communication.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 66
    Subjects:
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Listening Comprehension Tests
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