Background to the study
A promising future is increasingly shaped by learners who recognize the importance of English in various contexts As a crucial tool for global communication, English is essential for job seekers in a competitive market Consequently, there is a growing number of English language learners eager to participate in standardized international exams like IELTS, TOEFL, and TOEIC.
The TOEIC (Test of English for International Communication) has become increasingly important in academic institutions and workplaces worldwide, according to Im and Cheng (2019) and reports from the Educational Testing Service.
Since its inception in 2008, the TOEIC has become the leading examination for assessing English proficiency globally, utilized by over 14,000 organizations across more than 160 countries, with over 7 million tests administered annually In Vietnam, the TOEIC serves as an output standard for more than 130 educational institutions and is a key recruitment benchmark for nearly 500 businesses This has led to a surge in popularity for TOEIC-focused English courses that meet graduation requirements Recent research by Nguyen Thi Thanh Ha and Gu (2020) indicates that many Vietnamese universities have integrated TOEIC classes into their curricula to meet the needs of students aiming for high scores, as recruiters increasingly value TOEIC scores in their hiring processes.
Many universities and centers now offer English courses tailored to TOEIC test scores However, Tella et al (2010) highlight that a pessimistic attitude or ineffective strategies can hinder test-takers' language acquisition and performance In contrast, positive attitudes and effective test-taking techniques can enhance performance and support language learning, as shown by Mohammed (2021) Test-taking strategies involve deliberate methods used by individuals to navigate language challenges during assessments (Cohen, 2006) Thus, test-takers who adopt positive mindsets and effective strategies related to their lives are more successful in solving TOEIC test challenges Key factors influencing test-takers' knowledge and skill development include both internal and external elements, such as the test-takers themselves, available resources, and instructional models, as suggested by Ramli et al (2018) Consequently, mastering test-taking skills is vital for achieving success, as illustrated by Dodeen (2015).
Pour-Mohammadi and Abidin (2011) highlighted that academic testing challenges are influenced by factors such as the material, test format, time limits, and the student's prior knowledge and test-taking strategies Successfully navigating these challenges requires effective test-taking strategies, making it essential for test-takers to actively engage in understanding and interpreting texts Nevertheless, various obstacles can hinder the application of these strategies, often stemming from the learner's background, proficiency, experience, emotions, goals, and specific needs.
Test-takers often face challenges due to limited background knowledge, which can hinder their English language proficiency both receptively and productively outside of classroom settings Difficulties in understanding texts arise from issues such as recalling information, grasping text structures and organizers, and formulating reflective responses Additional obstacles include managing various task types, engaging in critical thinking, articulating ideas, recognizing relationships, making logical connections, interpreting meanings, and identifying different perspectives and specific details.
Elementary and intermediate learners often struggle with understanding TOEIC tests due to a focus on word accuracy rather than grasping main ideas, coupled with limited metacognitive skills They frequently neglect essential reading comprehension strategies, which hinders their ability to comprehend texts effectively Additionally, many test-takers fail to establish clear goals and tend to rely on traditional learning methods instead of adopting self-regulated strategies This research seeks to explore the test-taking strategies employed by students and highlight the differences in strategy use between varying proficiency levels The findings aim to provide valuable insights that can help learners improve their test-taking skills and overall performance on the TOEIC exam.
Statement of the problem
This study investigates the challenges faced by English as a Foreign Language (EFL) learners at the MCB English center in Go Vap district regarding TOEIC-oriented instruction While the TOEIC course is designed to help learners keep pace with social development, it presents several obstacles, including complex vocabulary, insufficient background knowledge, varied pronunciation, and a lack of authorized training sessions for effective test-taking strategies Consequently, many test-takers struggle with understanding TOEIC topics, resulting in dissatisfaction with their scores, which often fall significantly below the target range of 450-650.
Students often struggle with lexis, facing challenges in understanding complex terminology and jargon, which hinders their performance EFL learners find it particularly difficult to identify homophones, impacting their comprehension skills and their ability to recognize visual or auditory word patterns Additionally, many test-takers struggle to connect words and sounds, a crucial skill for understanding TOEIC materials These challenges are further intensified by psychological factors such as test-taking pace, exam length, and the presence of unfamiliar words, which can undermine test-takers' confidence as they approach the exam.
Despite extensive efforts by researchers to provide test-takers with effective strategies, many still struggle with confidence in their exam performance This study aims to understand the underlying issues and examine the mindsets and strategies employed in the TOEIC New Format By investigating these aspects, the research seeks to highlight the challenges faced by EFL learners at the MCB center and offer practical solutions to improve their TOEIC scores and overall English proficiency.
1.3 Aim and objectives of the study
This study investigates the test-taking strategies employed by EFL learners for the new TOEIC test format at the MCB English Center in Go Vap District The primary objectives of the research focus on understanding these strategies to enhance test performance.
+ To explore the application of test-taking strategies for the new TOEIC test format by EFL learners in the context of MCB English Center
+ To examine the significant differences in using the types of test-taking strategies for the new TOEIC test format in terms of EFL learners’ language proficiency
Research questions
The study aims to answer the following research questions:
1 To what extent is the application of test-taking strategies for the new TOEIC test format by EFL learners in the context of the MCB English Center?
2 Are there any significant differences in using the types of test-taking strategies for the new TOEIC test format in terms of EFL learners’ language proficiency? If yes How?
Scope of the study
This study examines the test-taking strategies employed by EFL learners during TOEIC examinations, specifically focusing on 221 test-takers at the MCB English center in Ho Chi Minh City over a 16-week period Due to the complexity of analyzing test-taking strategies and variations in their use, the research was limited to two skills required for graduation, rather than all four TOEIC skills The study utilized 20 mock tests instead of the official TOEIC examination, which restricted its scope To measure strategy utilization and identify usage disparities, the researcher employed questionnaires and semi-structured interviews as effective data collection methods.
This study aimed to enhance understanding of test-taking techniques and strategy usage among EFL learners in the TOEIC tests It involved 221 participants from two levels, TOEIC Beginning 350 and TOEIC Target 650, at the MCB English center in Go Vap district, Vietnam, over a 16-week period Utilizing convenience sampling, the research combined qualitative data from interviews with quantitative data gathered through questionnaires to analyze the test-taking strategies employed by the learners.
Significance of the study
The study on test-taking strategies for the new TOEIC format by EFL learners at the MBC English Center is anticipated to have important implications for both theory and practice.
This study aims to enhance the existing literature on test-taking strategies as critical predictors of student academic progress By providing valuable insights into the strategies employed by test-takers, the findings will benefit students, peers, educators, and educational management, ultimately fostering improved motivation and performance in testing scenarios (Ketworrachai & Sappapan, 2022).
This study aims to enhance understanding of frequently used test-taking strategies, highlighting their strengths and addressing their limitations in the educational process Given the gaps in existing research on test-taking strategies in Vietnam, this work contributes valuable insights to the literature, serving as a foundation for future applications and research in this area.
This study aims to assist EFL teachers and students in understanding the test-taking strategies employed within an English center It will help them identify the reasons behind the use of these strategies and the specific circumstances in which they are applied By focusing on the advantages and minimizing the disadvantages of these strategies, students can enhance their test scores effectively.
This study offers valuable insights into test-taking strategies among TOEIC test-takers, enabling teachers and researchers to better understand and support students The findings can assist universities and language centers in developing customized curricula tailored to the diverse abilities of learners, enhancing educational outcomes.
Definitions of key terms
For the purpose of this study, many terms must be defined to provide a specific perspective on the issues discussed
Test-taking strategies (TTS) are essential techniques used by test-takers to enhance their performance on the TOEIC test These strategies include effective time management, thorough reading and comprehension of instructions, recognizing question types and difficulty levels, choosing the best answers, and reviewing responses before submission By implementing these approaches, test-takers can improve their scores and overall test performance.
The TOEIC (Test of English for International Communication) is a standardized proficiency test designed to assess English communication skills in non-native speakers It consists of two sections: Listening Comprehension and Reading Comprehension, each containing 100 multiple-choice questions.
At MCB English Center, language proficiency is assessed through TOEIC scores, which are categorized into two levels An Elementary level is defined by scores ranging from 0 to 350, while an Intermediate level is represented by scores from 355 to 650 and above.
The updated TOEIC format evaluates English language proficiency in listening, reading, speaking, and writing skills through diverse question types and tasks, ensuring alignment with the Common European Framework of Reference (CEFR).
Organization of the thesis
This study consists of five chapters
Chapter 1 presented an introduction to the study comprising background to the study, the statement of the problem the, aims and objectives, research questions, scope of the research, the significance of the study, the definitions of the key terms as well as the organization of the thesis
Chapter 2 provides a literature review on students' use of test-taking strategies for the new TOEIC format, detailing various types of strategies such as memory, cognitive, compensation, metacognitive, and affective strategies specifically for TOEIC Listening and Reading comprehension The chapter also summarizes and reviews numerous studies by both Vietnamese and international scholars related to these strategies Additionally, the researcher integrates the conceptual framework of the current study into the literature review, offering a comprehensive understanding of effective test-taking approaches for TOEIC preparation.
Chapter 3, which discussed the methodology of the study including the research design, research site, sample and sampling procedures, research instruments, data collection procedures, data analysis procedures, reliability, and validity
Chapter 4 analyzed the data acquired through questionnaires and semi- structured interviews to provide the study's findings Furthermore, the data was compared and contrasted with data from previous studies in the discussion
Chapter 5 provided a summary of the thesis' key findings, as well as its implications, limitations, and suggestions for future research
Lastly, the list of references and appendices were properly shown for supportive reference.
Introduction
This chapter reviews key literature related to test-taking strategies, focusing on TOEIC listening and reading comprehension The researcher presents significant evidence that supports the study's exploration of effective strategies for improving performance in these areas.
Test-taking strategy
“Test-Taking Strategy” has been well-defined from diverse perceptions which witnessed the blooming of a variety of methods and approaches Bachman and Palmer
Test-taking strategies are essential cognitive abilities that enable individuals to navigate assessments effectively, even without prior knowledge of the content According to Cohen and Upton (2007) and Nation (2005), these strategies involve carefully reading instructions, planning time wisely, identifying keywords in questions, and reassessing answers after completion Dodeen (2015) emphasizes that successful test-takers manage their time efficiently, analyze questions thoroughly, and tackle challenging multiple-choice items In this study, test-taking strategies are recognized as practical methods that enhance test performance.
2.2.2 Types of test-taking strategy
Test-taking strategies have been defined in various ways due to differing theories in social psychology, with researchers categorizing them into four main perspectives Oxford (1990) identified six categories of language learning strategies, which remain among the most comprehensive classifications today Purpura (1999) describes test-taking strategies as a cognitive process that involves a complex interplay of comprehension, memory, and restoration methods, highlighting the relationship between cognitive and metacognitive strategies in language testing Notably, metacognitive strategies play a crucial role in this process, characterized by evaluation techniques such as target setting, planning, scrutinizing, self-evaluating, and self-testing.
Rezaei (2006) identifies two main categories of test-taking strategies: general and specific General strategies include broad guidelines such as test preparation, following instructions, managing time effectively during the exam, and minimizing errors Supporting this framework, Cohen and Upton (2007) emphasize that specific strategies involve skills applicable to various test formats—such as multiple-choice, matching, fill-in-the-blanks, and essays—highlighting the importance of understanding the test-taking process to develop effective strategies for practical application.
Cohen and Upton's (2007) taxonomy of test-taking strategies identifies three key categories: language learner strategies, test management strategies, and test-wiseness strategies Language learner strategies focus on mastering the language and its usage, while test management strategies emphasize effective time management through planning and prioritizing during exams Test-wiseness strategies involve understanding the test's structure, content, and scoring systems By implementing these strategies, test-takers can enhance their performance on exams Additionally, Vandergrift (2003, 2004, 2007) highlights the importance of cognitive and metacognitive strategies as essential for retaining information effectively.
2.2.3 The relationships between learning strategies and test-taking strategies
Research shows that integrating learning strategies with test-taking strategies significantly enhances academic performance Dunlosky et al (2013) identified practice testing as one of the most effective methods for improving student outcomes To achieve academic success, students must skillfully apply both learning and test-taking strategies While learning strategies focus on knowledge acquisition and retention, test-taking strategies help students effectively manage exam formats and demonstrate their understanding The synergistic effect of combining these strategies can greatly increase a student's ability to excel in exams.
This thesis argues that various learning strategies, including memory, cognitive, metacognitive, compensation, and affective strategies, can be effectively adapted as test-taking strategies for the TOEIC New format test This claim is supported by relevant arguments, literature, and practical examples.
Memory strategies are essential for improving information retention and recall, which are vital for achieving success in tests Research by Cohen (2014) highlights that mnemonic techniques, including the keyword method, elaboration, and rehearsal, significantly boost long-term retention of language items For example, by employing the keyword method, test-takers can link new vocabulary to mental images, thereby enhancing their chances of performing well in the reading and listening sections of the TOEIC test.
Weston and Olsen (2014) found that students who utilized cognitive and metacognitive learning strategies together achieved greater academic success Comprehension is essential for effective learning and test performance, and students can improve it through techniques like summarization, note-taking, and questioning These strategies not only enhance critical thinking but also help organize information and deepen material understanding Additionally, practice testing is an effective method for boosting academic performance, as it involves taking practice tests to improve learning and retention.
Cognitive strategies, including analyzing, synthesizing, and evaluating language input, have been shown to contribute to improved test-taking skills (Oxford,
Effective strategies enhance learners' ability to process and interpret test information, allowing them to analyze reading passages to identify main ideas and purposes This approach ultimately improves comprehension and decision-making during examinations.
Metacognition is essential for effective learning and test-taking, as noted by Driscoll (2017), with Lederman and Zimmerman (2018) establishing a positive link between self-regulated learning and successful test strategies Effective time management is vital, requiring students to create study schedules, set goals, and prioritize tasks based on their significance During exams, judicious time distribution is necessary to answer questions accurately Metacognitive strategies, which include planning, monitoring, and evaluating cognitive processes, are particularly beneficial in test situations As Phakiti (2008) suggests, self-regulation during tests enhances time management and comprehension, allowing test-takers to adapt their strategies and improve performance, especially in contexts like the TOEIC test.
Compensation strategies, including guessing and utilizing context clues, are advantageous for test-takers facing unfamiliar items on the TOEIC test According to Hayati and Fattahzadeh (2006), these strategies enable individuals to bridge knowledge gaps effectively For example, when encountering an unknown word in a reading passage, test-takers can infer its meaning through context clues, enhancing their ability to answer questions accurately and ultimately leading to better test results.
Affective strategies play a vital role in managing emotions and motivation, essential for fostering a positive mindset during tests Research by MacIntyre and Gregersen (2012) highlights that effectively managing anxiety and stress can significantly improve test performance Test-takers can employ techniques such as deep breathing, visualization, and positive self-talk to maintain focus and reduce negative emotional interference throughout the examination.
Integrating effective learning strategies into test-taking methods can significantly enhance student performance on exams Key components of academic success, including comprehension, practice testing, time management, metacognitive learning, and self-regulation, play a crucial role in improving exam outcomes By employing memory, cognitive, metacognitive, compensation, and affective strategies, test-takers can markedly boost their performance on the TOEIC New format test These strategies help optimize cognitive and emotional resources, leading to better test results and overall academic achievement.
Memory strategies enhance retention and recall of important information, while cognitive strategies improve comprehension and decision-making during tests Metacognitive strategies foster better self-regulation and time management, allowing for strategic adjustments Compensation strategies help test-takers fill knowledge gaps, and affective strategies effectively manage emotions and motivation, ensuring sustained focus and reducing negative emotional interference during exams.
Utilizing a combination of strategies provides a holistic method for test-taking that addresses both the cognitive and emotional elements of language learning and assessment By implementing these techniques, test-takers can optimize their chances of success on the TOEIC New format test while simultaneously improving their overall language skills.
Test-taking strategies for TOEIC Listening comprehension
Equipping students with a diverse set of listening strategies is essential for fostering their independence in comprehension Teachers play a pivotal role by demonstrating these strategies and providing necessary support during practice According to researchers Goh (2000) and Vandergrift (2003, 2007), effective listening strategies enhance comprehension by aiding in the interpretation and retention of information Furthermore, Tran Quoc Thao and Duong My Tham (2020) emphasize that listening comprehension is a complex process requiring the integration of language knowledge—such as vocabulary, sounds, and grammar—with background knowledge These insights underscore the importance of implementing effective listening strategies in educational practices.
Memory strategies, as categorized by Higbee (1979), include verbal mnemonics and visual imagery techniques Verbal mnemonics utilize words through methods such as first-letter cues, rhymes, and storytelling to enhance information retention These strategies serve as effective tools for students to improve their memory On the other hand, imagery mnemonics involve visualizing information to aid in recalling new vocabulary By linking new language concepts to pre-existing knowledge and employing structured review methods, test-takers can make the learning process more automatic and intuitive.
Memory strategies, as defined by Oxford (1990), are techniques that aid test-takers in connecting and retaining information without necessitating deep understanding These strategies utilize mental messages linked to sounds and images, allowing students to form new contexts and organize their thoughts Farragher-Paras (2004) emphasizes that memory strategies encompass creating mental associations, imagery, physical responses, grouping, auditory representation, and elaboration Similarly, Hedge (2007) highlights the importance of memory in recognizing structures, sounds, and meanings, including idioms and phrasal verbs Hayes (2009) further defines memory strategies as formulas that assist students in remembering words, phrases, or visual images.
Le Huynh Thanh Huy (2015) emphasizes the importance of memory strategies that involve creating mental associations through images and sounds He identifies two key techniques: associating and grouping, which help students connect new information with existing knowledge By linking sounds and images, students can effectively remember words Additionally, semantic mapping is employed to assist learners in recalling the location of words during listening activities.
Najm and Kareem (2021) highlight the importance of memory strategies, emphasizing the use of vivid mental imagery, storytelling, and familiar journeys to enhance recall By developing flexible and creative mnemonics, students can significantly improve their memory techniques Key methods for retrieving information include elaboration, mental imagery, mnemonics, organization, and rehearsal.
The TOEIC listening strategies identified in this research focus on techniques and activities that improve the understanding and retention of auditory information These strategies involve both 'bottom-up' processing, which relies on text-based cues, and 'top-down' processing, which draws on the listener's background knowledge and expectations.
Cognitive listening strategies, such as note-taking, outlining, summarizing, and recognizing patterns, are essential for developing strong knowledge structures (Oxford, 1990) These strategies involve the recognition, retention, and retrieval of language elements, as described by Cohen (1996) Test takers can effectively infer context and translate spoken messages, highlighting the role of cognitive strategies in language processing (Field, 2009; Rost, 2009) Furthermore, Farragher-Paras (2004) emphasizes that cognitive strategies include practicing, analyzing, and organizing, with repetition being crucial for vocabulary acquisition.
Dat Bao and Guan (2019) emphasize that cognitive strategies enable learners to effectively monitor and manage their mental processes, recognize comprehension issues, and link their existing knowledge to listening content They define these strategies as tools that leverage the learner's knowledge to interpret text meaning, allowing test takers to adjust language information in real-time.
Compensation strategies are essential for students to navigate language learning despite limited grammar and vocabulary skills By utilizing contextual cues, learners can infer unfamiliar words and concepts, while linguistic clues or synonyms help bridge gaps in their vocabulary and background knowledge (Oxford, 1990) According to Griffith et al (2001), these strategies include vital elements like mime and gestures, which employ indirect techniques to support students in overcoming deficiencies in their language knowledge.
Hardan (2013) defines compensation strategies as techniques that listeners use to overcome language limitations when they struggle to understand spoken language due to insufficient linguistic input or background knowledge These strategies play a crucial role in increasing motivation and improving students' success in learning a target language When implemented effectively, they can significantly enhance students' engagement with meaningful communication, as well as boost their self-confidence and self-efficacy.
According to Oxford (1990), metacognitive strategies play a crucial role in overseeing the learning and testing processes Vandergrift (2003) supports this by highlighting that these strategies involve complex tactics, requiring test takers to reflect on their understanding of words and to build schemas through questioning and information gathering from listening By emphasizing organization, planning, and analysis, metacognitive strategies significantly enhance students' active integration, provide practice opportunities, and facilitate self-evaluation, ultimately aiding in the achievement of their short-term and long-term academic English proficiency goals.
Dat Bao & Guan (2019) define metacognitive strategies in listening as planning, monitoring, and evaluating the listening text Planning entails identifying the necessary steps to complete a listening task, while monitoring involves checking and correcting one's understanding Evaluating consists of comparing comprehension to an internal standard of completeness and accuracy These strategies can be applied before, during, and after the listening process.
Affective strategies, as framed by Griffth et al (2001), are closely linked to students' personalities, including their mood, anxiety, and attitude, and are crucial for self-regulation during tests Techniques such as deep breathing and self-praise can help mitigate negative experiences (Ata Allah, 2016) Alhaysony (2017) further emphasizes that these strategies enhance positive emotions like confidence and perseverance, promoting active engagement in language learning while reducing anxiety Similarly, Torres et al (2017) highlight that affective strategies pertain to emotions and attitudes, making it vital for students to manage anxiety and boost their motivation in listening activities.
At the MCB center, many test-takers displayed a lack of motivation and interest in preparing for the TOEIC exam Despite the frequent use of five listening strategies, the absence of standardized instructions for test administration led to inconsistent outcomes.
Test-taking strategy for TOEIC Reading Comprehension
The evolution of memory reading strategies has shifted across various perspectives, as highlighted by Ellis et al (1995), who emphasizes that students can enhance their retention of new vocabulary through visual and verbal strategies by connecting new words to previously learned information In contrast, Purpura (1999) suggests that test-takers who focus on the test content are more effective in retrieving information from long-term memory, allowing them to answer questions quickly and accurately.
Additionally, Phakiti (2006) states memory strategies as a retrieved information process; language learners use retrieval strategies, such as drawing on prior knowledge and applying grammatical rules Consistent with these concepts (Grabe,
Memory strategies are essential test-taking techniques that facilitate the recall of knowledge from long-term memory According to Singh et al (2021), these strategies involve interconnected brain processes that can be automatically activated during tests When triggered, prior knowledge and learned linguistic skills work together to significantly improve the chances of achieving high test scores.
Cognitive reading strategies encompass various techniques aimed at enhancing comprehension, as highlighted by O'Malley et al (1989) These strategies include rehearsal, organization, inferencing, summarizing, deduction, imagery, and elaboration By employing methods such as grouping and classifying words, learners can effectively transfer their existing linguistic knowledge to facilitate new learning tasks.
Cognitive methods enable learners to directly manage linguistic content through reasoning, analysis, and various strategies such as note-taking and summarizing, ultimately enhancing their understanding and schema development (Oxford, 2001) Ahmadi et al (2013) further define cognitive reading strategies as techniques that involve recognizing and repeating words or phrases, which help integrate new information with prior knowledge to form mental explanations These strategies empower test-takers to derive meaning from texts and complete tasks effectively, utilizing their cognitive skills in the target language Additionally, cognitive approaches foster direct engagement with tasks and improve comprehension by adapting incoming information for better learning outcomes.
Although many academics have expressed the belief in compensation reading strategies in different ways, the central assumption worth mentioning is from Oxford
Compensation strategies, as described by 1990, allow students to utilize a new language for comprehension and production despite their limited knowledge, primarily addressing issues related to grammar and vocabulary Stanovich (2000) suggests that when one reading process for comprehension is weak, compensatory processing activates other mechanisms to enhance understanding While various definitions of compensatory strategies exist, they predominantly center around the concept of "problematicity" (Kasper and Kellerman, 1997) In oral interactions, these strategies may involve guessing, using synonyms, gestures, and filler words to compensate for gaps in knowledge (Oxford, 2001).
However, there was a discrepancy in perspective of (Walczyk & Griffith-Ross,
Compensation strategies in reading are essential techniques that can be taught alongside other comprehension skills, as highlighted by Cohen and Upton (2007) They identified a range of methodologies known as compensation reading strategies, which involve making educated guesses based on contextual clues or utilizing prior knowledge to address gaps in understanding These strategies have been shown to enhance students' performance on reading comprehension assessments The researchers argue that test-takers often use these strategies to mitigate deficiencies in language skills or test-taking abilities Additionally, Walczyk's (1993) compensatory-encoding theory suggests that some readers improve their comprehension by employing various processes to compensate for poor literal understanding.
Pasumbu and Macora (2020) highlight that effective compensation strategies for reading comprehension can help address vocabulary deficiencies Students utilize surrounding sentences and context clues to grasp the meaning of texts, employing these strategies to enhance their understanding of the target language when their vocabulary is limited.
Oxford (1990) defines metacognitive strategies as the various choices, behaviors, thoughts, suggestions, or techniques that readers utilize to enhance their learning and assessment processes Expanding on this idea, Sheorey and Mokhtari (2001) describe metacognition, particularly in reading, as the awareness of a reader's cognitive processes during reading and the self-regulatory mechanisms employed to monitor and enhance comprehension.
Anderson (2002) defines metacognition as the process of thinking about one's own thinking or having knowledge about knowledge In addition to employing compensation strategies, students must develop self-control and cognitive awareness mechanisms, which are crucial for proficient reading, as highlighted by Mokhtari and Reichard.
Metacognitive reading strategies have various frameworks, but Oxford (1990) provides a clear and comprehensive understanding of the concept These strategies not only need to be well-defined and categorized but also play a crucial role in predicting reading comprehension abilities (Baker & Beall, 2008) Metacognition serves as the foundation for theories related to these strategies Ahmadi et al (2013) describe metacognitive reading techniques as higher-order performance methods that encompass planning, monitoring, and evaluating the success of learning activities.
Having the consensus with those related studies, (Anderson, 2002; Jafarigohar,
Metacognitive reading strategies, as highlighted by recent research, are essential for self-control and self-regulation in reading, allowing readers to select appropriate strategies based on context and purpose These strategies encompass planning and monitoring methods, where planning involves determining what needs to be accomplished and how, while monitoring includes evaluating one's reading and thinking skills In the Vietnamese context, Do Manh Hieu and Phan Le Thu Huong (2021) categorize these strategies into three types: global reading strategies, which focus on grasping the main idea; problem-solving strategies, which assist in overcoming difficulties in comprehension; and support reading strategies, which provide techniques to maintain engagement with the text.
Affective techniques, as defined by Oxford (1990), are strategies that emphasize a learner's confidence, emotions, attitudes, motives, and values, and are particularly prevalent in test-taking scenarios Similarly, Dreyer and Oxford (1996) highlight that affective strategies—such as acknowledging one's mood and anxiety, discussing thoughts and emotions, fostering positive performance, and employing breathing techniques or positive self-talk—are closely linked to language acquisition and successful test outcomes.
During exams, students utilized various coping mechanisms to manage anxiety and pressure Developing effective reading strategies, such as predicting, generating questions, clarifying, and summarizing, can enhance confidence Additionally, focusing on affective strategies to manage emotions and perspectives is essential for optimal performance (Zhang et al., 2011).
Singh et al (2021) highlight that the key features of affective strategies include self-questioning and emotional expression, influenced by various interacting factors such as test style, test anxiety, and the type of assessment.
To excel in the TOEIC reading section at the MCB center, employing effective test-taking strategies is essential This includes mastering reading comprehension for incomplete sentences, single passages, and multiple reading passages Consequently, five key tactics are frequently recommended to enhance performance in these areas.
Previous studies
2.6.1 Previous studies in the international context
Numerous international studies have explored various aspects of test-taking strategies, highlighting their significance in enhancing students' language skills These findings underscore the importance of effective test-taking as a tool for academic improvement.
An exploratory study by Al-Busaidi et al (2018) utilized a quasi-experimental design to assess the effects of test-taking strategies on the listening comprehension performance of 11th grade Omani students The research also captured students' views on the importance of these strategies in listening comprehension tests and their general application Results indicated that students utilized cognitive, metacognitive, and affective strategies at "high" to "very high" levels before, during, and after listening tasks.
Singh et al (2021) investigated the test-taking strategies employed by weak ESL learners pursuing associate degrees, focusing on 44 participants from a Bachelor of Arts Program The study revealed that these ESL test-takers utilized cognitive, metacognitive, compensating, and social strategies, particularly relying on compensation strategies to navigate various challenges The findings underscore the crucial role of teachers in facilitating L2 reading skills and guiding ESL learners in responding effectively to reading passages and comprehension questions.
Ketworrachai and Sappapan (2022) conducted a mixed-method study to explore the relationship between students' test-taking strategies and their reading comprehension outcomes, focusing on the types and frequency of strategies used by both high and low proficiency students Involving 68 university students from a Thai international institution, the findings revealed that effective test-taking tactics positively influenced reading comprehension scores While high-proficiency students utilized these strategies more often, both groups demonstrated a range of approaches to tackle challenges in the reading test.
In a study by Fini (2016), the listening strategies of sixty Iranian female learners were examined, focusing on their preferences for integrating various media A standardized test assessed the students' proficiency levels, while questionnaires on metacognitive, cognitive, and social-affective strategies were administered during pre-test and post-test phases The findings indicated that metacognitive strategies were the most frequently used, followed by social-affective strategies.
Rafi and Islam (2017) conducted a descriptive study using Principal Component Analysis (PCA) to investigate the test-taking strategies of third-semester English Department students at STKIP PGRI Jombang during reading comprehension examinations The study involved 95 participants and identified seven key components from 28 strategy items that accounted for the variances in test-taking methods Notably, the findings revealed that test-takers often apply similar strategies in multiple-choice exams, irrespective of their prior experience with those strategies.
Najm and Kareem (2021) highlighted the critical importance of memory strategies in improving grammar learning among pre-university students Various memory strategies were identified as effective tools for enhancing retention Data was collected through post-tests utilizing multiple-choice questionnaires The findings revealed that the experimental group, which employed memory strategies, showed statistically significant improvement in retaining newly learned grammatical items compared to the control group.
Estaji and Banitaleb (2022) conducted research to provide insights into the correlation between test-taking strategies among International English Language Testing System (IELTS) test-takers They designed and validated a 49-item questionnaire that assessed eight factors, including "test-management (TM)" and "test-wiseness (TW)" strategies across various testing skills The instrument demonstrated strong psychometric properties, revealing positive associations between TM and TW strategies, particularly highlighting significant correlations between Reading TM and Listening TM, as well as Reading TW and Listening.
TW, and Listening TM and Speaking TM
2.6.2 Previous studies in the Vietnamese context
Between 2012 and 2021, the majority of research on test-taking strategies appeared in inbound journals, yet there is a notable scarcity of studies focusing on the strategies used by Vietnamese students to succeed in the TOEIC exam The seven studies highlighted reveal differences in the test-taking approaches utilized by students with varying skill levels.
In a study conducted by Dang Phuong Mai et al (2012), the researchers aimed to identify the test-taking strategies employed by students in the Department of Information and Communication Technology at Thai Nguyen University The study also explored variations in the use of English language learning strategies among test-takers, correlating these differences with their levels of English competency Data was collected through questionnaires adapted from the Strategy Inventory for Language Learning.
A study utilizing the Strategy Inventory for Language Learning (SILL) and interviews found that second-year students at ICTU employed a moderate range of learning strategies Notably, metacognitive strategies were used most frequently, while memory strategies were the least utilized Overall, the findings indicate that these students apply learning strategies to a moderate extent.
In their 2021 study, Phi Thi Mui and Vu Thi Quyen utilized a comprehensive survey of 100 participants and in-depth interviews with 6 high-scoring IELTS test-takers (minimum score of 7.0 in reading) to explore the reading strategies employed by successful candidates The findings reveal a diverse range of test-taking strategies that significantly impact participants' performance Additionally, the study emphasizes the importance of mastering fundamental reading strategies, particularly for IELTS, as they can substantially improve learners' reading skills.
In a recent study, Nguyen Tat Hiep (2022) utilized a questionnaire to assess the attitudes of English non-majors toward the TOEIC reading test and the application of test-taking strategies during comprehension The research also explored how instructors at the University of Labor and Social Affairs interpret students' negative attitudes A Likert scale questionnaire was administered to eighty-six university students from one institution, revealing that students placed high value on compensation strategies within their test-taking approaches.
Regarding the differences in use of test-taking strategies, Nguyen Thi Thi
A study conducted in 2014 at Vietnam Maritime University examined the test-taking strategies of learners and their impact on TOEIC Reading Comprehension competence The research aimed to identify differences in reading strategies among high-competent, reduced-competition test-takers The findings revealed that students at VMU highly valued the use of reading strategies during their TOEIC course.
A study conducted by Ngo Thi Hang Nga in 2015 examined the listening strategies employed by thirty English as a Foreign Language (EFL) students at a university in Vietnam The research aimed to uncover the what, how, and why behind the listening strategies used by these learners Results indicated that social and affective strategies were the most frequently utilized, followed by metacognitive and cognitive strategies.
The Conceptual Framework of the study
After thoroughly reviewing the literature on test-taking strategies among EFL learners, a conceptual framework was developed to enhance understanding of their application This research identifies two key strategic elements employed by EFL learners during TOEIC tests: strategies for listening comprehension and strategies for reading comprehension.
Previous research by Hedge (2007) and Oxford (1996) has explored the effectiveness of test-taking strategies, which include five key components: memory, cognitive, compensation, metacognitive, and affective strategies Specifically, for TOEIC reading comprehension, these strategies, as highlighted by Cohen (2006), Phakiti (2008a), Oxford (1996), and Ahmadi et al (2013), play a crucial role This study aims to enhance the understanding of how English as a Lingua Franca (ELF) learners apply these strategies and the variations in their use within the New TOEIC Test Format.
Figure 2.1: Conceptual framework of the use of test-taking strategies for the new TOEIC test format.
Chapter summary
This article outlines ten effective test-taking strategies for the New TOEIC test format, focusing on listening comprehension These strategies include memory, cognitive, compensation, metacognitive, and affective approaches Additionally, it highlights five key test-taking strategies for TOEIC reading comprehension, encompassing the same categories: memory, cognitive, compensation, metacognitive, and affective strategies.
THE USE OF TEST-TAKING STRATEGIES
(TTSs) FOR NEW TOEIC TEST FORMAT
Types of TEST-TAKING STRATEGIES
Thi Tu Oanh & Le, Pham Hoai
Source: (Ahmadi et al (2013); Al-
Introduction
This chapter details the research methodology, including the study design, context, participants, and sampling methods It also describes the research materials, such as the questionnaire and interview instruments used for data collection, highlighting their features and development The approaches for both quantitative and qualitative data collection and analysis are examined in the following sections Finally, the chapter addresses the validity, reliability, and ethical considerations that ensure the quality of the study.
Research design
The current study adopted a mixed-methods approach guided by the Pragmatic Worldview, which focuses on the research topic and how to solve it (Creswell, 2014)
Mixed-methods research effectively combines quantitative and qualitative approaches to leverage their strengths and mitigate weaknesses (Creswell, 2014) This study investigates how EFL learners at MCB English Center employ various test-taking strategies for the new TOEIC test format The quantitative aspect focuses on identifying the strategies used, supported by statistical analysis of questionnaire data In contrast, the qualitative component explores the significant differences in strategy usage related to the learners' language proficiency By integrating both methodologies, this research provides a comprehensive understanding of test-taking strategies among EFL learners.
A study at MCB English Center in Ho Chi Minh City examined the impact of test-taking strategies on students' TOEIC scores The center, which employs four staff members and caters to around 500 students across two levels, emphasizes a student-centered approach in a stimulating and challenging environment All students must pass an entrance exam to demonstrate their English proficiency, having previously spent six to seven years learning English through textbooks from Vietnam's Ministry of Education and Training While participants have undergone training in a pre-TOEIC course (TA2), they generally lack formal instruction in test-taking strategies.
Before enrolling in the course at MCB English Center in Ho Chi Minh City, students took a placement test to identify their appropriate class level The program offered a blend of in-class and online lessons, enhancing students' opportunities for practice and improving their testing results The cohort included learners with diverse language proficiency levels, and the course lasted between four to six months, featuring three sessions per week—two focused on theoretical instruction and one on practical application.
The course employed TOEIC English textbooks from ETS, published by YBM in Korean, and included over 20 mock tests Students were required to take weekly evaluative assessments via the study4.com website to monitor their progress and test-taking skills After each assessment, students reported their results to teachers the following Monday, focusing on identifying and addressing their recurring errors.
Teachers offered students critiques and recommendations on effective test-taking strategies, along with guidelines for areas needing improvement to boost their performance This weekly evaluation and feedback system was intentionally designed to enhance students' test-taking skills, ultimately leading to higher scores on the TOEIC test.
Students often utilized problem-solving skills during testing to achieve higher scores, particularly in reading and listening assessments, which were the most favored by participants in the research report.
The study explored how test-taking strategies influence TOEIC test scores, revealing that a combination of online and offline lessons, along with the instruction of problem-solving skills, significantly improved students' test performance.
3.4 Description of the TOEIC New Format Test
The TOEIC New Format Test, launched in May 2016, represents a significant evolution of the Test of English for International Communication, designed to assess the English proficiency of non-native speakers in a globalized context This updated test evaluates listening, reading, speaking, and writing skills through various question types and tasks, aligning with the Common European Framework of Reference (CEFR) for language education.
This advanced examination utilizes modern communication methods like instant and text messaging to better reflect real-life language use The revised test highlights the importance of integrating information from diverse sources, including visuals and audio interactions, emphasizing the critical need for practical language skills.
Approximately 25% of the listening and reading items in the new format are designed to evaluate contemporary competencies, focusing on the test-taker's ability to identify and explain context-specific information effectively (ETS, 2016).
The TOEIC New Format Test has been skillfully designed to meet the changing demands of contemporary professional environments, providing a more accurate assessment of test-takers' English language proficiency in real-life situations This innovation plays a crucial role in advancing language research and education.
Sample and sampling procedures
This study aimed to investigate the use of test-taking strategies among 221 students participating in the new format TOEIC tests at the MCB English center Utilizing convenience sampling, the cohort included both male and female students from seven classes, with a questionnaire administered to those not majoring in English Additionally, 25 students engaged in a semi-structured interview The demographic data revealed that 93.2% of participants were from Industrial University of Ho Chi Minh City, with smaller representations from Van Lang University (5.0%) and Open University (1.8%) The sample comprised students from four academic years, with 1.4% first-year, 9.0% sophomores, 29.9% juniors, and 59.7% seniors Each English class typically included 25-40 students, with sessions lasting 90 minutes, and participants took a TOEIC-based test after 48 or 72 sessions The gender distribution showed 40.3% male and 59.7% female students A placement test categorized 53.4% of students at the elementary level (TOEIC scores 0-350) and 46.6% at the intermediate level (355-650) Study habits varied, with 73.8% dedicating 1-3 hours daily to English, while most participants reported a lack of formal training in test-taking strategies, despite graduation requirements of achieving TOEIC scores of 450 or 650.
Table 3.1 Demographic information of the respondents
Industrial University of Ho Chi Minh City 206 93.2
TOEIC Intermediate Proficiency (score of 355-650)
Research Instruments
Modifications to the questionnaires were made to gather data on test-taking strategies among TOEIC test-takers, focusing on their listening and reading strategies According to Gilham (2007), questionnaires are an effective data collection method due to their efficiency, ease of scoring, and affordability, making them particularly suitable for language learning and testing The Oxford (1990) questionnaire has long been a reliable tool for assessing language learners' strategy use However, recent changes in the TOEIC test format necessitate the adaptation of research questions to reflect the new test-taking strategies essential for success This adaptation may involve incorporating items that assess specific strategies, such as summarizing information and data analysis Additionally, comparing the responses of those who have taken the new test format with those who have not will yield insights into the strategies employed by successful test-takers and the relationship between language learning strategies and test-taking strategies in the updated TOEIC format.
The Oxford (1990) questionnaire outlines six strategies for analyzing data on learning strategy utilization, though the sixth strategy was excluded due to communication limitations among students during testing The Test-taking Methods Questionnaires (TTSQ), adapted from Oxford's work and Duong My Tham et al (2019), focused on gathering data regarding listening test-taking strategies, with additional items created from literature by Le Huynh Thanh Huy (2015) and Al-Busaidi et al (2018) For reading strategies, the Strategy Inventory of Language Learning (SILL) by Oxford (1990) was utilized, with adaptations from Bezci (1998) and Cohen (2006) Further self-constructed items were derived from studies by Duong Tham et al (2019), Estaji and Banitaleb (2022), Ketworrachai and Sappapan (2022), Phakiti (2008a), and Rafi and Islam (2017) This comprehensive approach allows for the effective collection and analysis of data on test-taking strategies, ultimately improving test preparation programs.
Table 3.2 shows the adapted questionnaire items in more details
The questionnaire comprised 57 closed-ended questions organized into three sections, utilizing a Likert scale of four or five points, where responses ranged from 1 (Not at all true) to 5 (Always true) The first section, consisting of six items, aimed to gather demographic information from participants, including gender, class, age, and daily practice time.
Part two of the study utilized 23 items to gather data on the use of TOEIC listening strategies, which include memory, cognitive, compensation, metacognitive, and affective strategies These items were assessed using a five-point Likert Scale to measure the frequency and effectiveness of each strategy employed by participants.
“1” indicating not at all true “2” indicating rarely true, “3” indicating sometimes true,
The Likert scale used in the study ranges from "4," indicating often true, to "5," indicating always true, with a neutral option of "sometimes true." This inconsistency arises because some students may not regularly employ test-taking strategies, yet they utilized them during practice exams It is crucial to collect and analyze this information rather than overlook it.
Part three of the study includes 34 items designed to gather data on the utilization of various TOEIC reading strategies, specifically memory, cognitive, compensation, metacognitive, and affective strategies Participants responded to these items using a five-point Likert scale, where "1" represents "not at all true," "2" signifies "rarely true," "3" indicates "sometimes true," "4" denotes "often true," and "5" means "always true."
The study utilized inconsistent Likert scale items, allowing respondents to rate items as "sometimes true," acknowledging that students may not consistently use reading strategies but often do so during tests This data is essential and should not be overlooked To ensure comprehension, the questionnaires and interviews were translated into Vietnamese, reviewed by colleagues, and finalized with feedback from responsible lecturers The translated version was then inputted into Google Forms for participant convenience The reliability of the questionnaire was confirmed with a Cronbach Alpha of 815, indicating high reliability.
Interviews, as defined by Cohen (2006), offer several advantages such as concentrating on specific issues and generating data efficiently In this study, twenty-five students from seven English classes participated voluntarily in interviews, which were utilized by the researcher to validate the responses from the students' questionnaires.
The interview questionnaire designed to assess students' test-taking strategies for the new TOEIC Format tests was developed based on literature from Cohen (2006), Oxford (1996), Bezci (1998), and Duong Tham et al (2019) It aimed to hold participants accountable for their strategies and guide the research themes Comprising 13 open-ended questions, the first six focused on participants' test-taking strategies for TOEIC listening comprehension, exploring memory, cognitive, compensation, metacognitive, and affective strategies The remaining seven questions examined test-taking strategies for TOEIC reading comprehension, including reading, time-management, cognitive, metacognitive, and affective strategies To facilitate understanding, the questionnaires and interviews were translated into Vietnamese with the assistance of a colleague holding a bachelor's degree in English and an IUH lecturer with a master's degree in English, who collaboratively analyzed and finalized the Vietnamese versions of the OSLQ and interview questions.
Data collection procedures
Before participating in the study, participants were informed about its purpose and procedures, with clear instructions provided on the questionnaires' main page To enhance understanding, additional guidance was delivered through a PowerPoint presentation and a short video, which simplified jargon related to test-taking strategies This content was shared in a Zalo group for seven classes During the first week of the course, students attended Google Meetings focused on the importance of test-taking strategies for the TOEIC test, covering their definition, significance, and effective implementation The researcher encouraged students to categorize and consistently apply these strategies during weekly mock tests Following each mock test, discussions were held to review the strategies used, fostering their application and tracking progress through scores and improvements.
The Vietnamese questionnaire was initially piloted with 25 non-participants to identify errors and misunderstandings in the questions using Google Forms This pilot aimed to gather honest feedback and prevent unforeseen issues Following modifications based on pilot feedback, the finalized questionnaire was distributed to 221 participants, who had 40 minutes to complete it and submit their responses via Google Forms.
A week after administering the questionnaire, 25 students volunteered for semi-structured interviews focused on their use of test-taking strategies for the TOEIC test The interviews were conducted via Google Meet, with audio recordings taken for transcription and analysis.
Data analysis procedures
The researcher utilized questionnaire instruments and SPSS, which can integrate quantitative and qualitative questionnaire data (Dửrnyei, 2003)
The questionnaires were meticulously checked for accuracy and comprehensiveness, following the guidelines of Gilham (2007), and after a pilot test, the final versions were utilized for data collection The quantitative data obtained from the questionnaires were analyzed using SPSS software version 26, focusing on calculating means (M) and standard deviations As noted by Mishra et al (2019), descriptive statistics were employed to provide a clear overview of the data, enhancing researchers' understanding of the dataset To address the research questions, composite scores for ten aspects of test-taking strategies were generated by averaging the responses from individual items on the questionnaire.
This article interprets the mean scores (M) related to students' use of test-taking techniques and the variations in their application To analyze the data for the first research question, an interval coefficient was calculated, resulting in four intervals on a five-point scale (5-1=4), with a range of 0.80 (4/5) The interpretation criteria, based on Kan (2009) and the Likert type scale, categorize the mean scores as follows: 1.00-1.80 indicates "not at all true/very low," 1.8-2.60 signifies "rarely true/low," 2.6-3.40 represents "sometimes true/moderate," 3.4-4.20 denotes "often true/high," and 4.2-5.00 reflects "always true/very high."
The criteria applied for analyzing the data were consistent with those used for the second research question Since the questionnaire contained no negative content, there was no need to modify or reverse the scales in SPSS.
The qualitative data gathered from semi-structured interviews with teachers and students were analyzed through content analysis The researcher transcribed the interview recordings to gain deeper insights into the questionnaire results completed by the participants.
All recorded speech, including speakers and interruptions, was meticulously transcribed to aid in understanding students' test-taking practices The transcripts were translated into English and analyzed using content analysis, focusing on the students' responses, labeled as S1 to S25, and interview questions, coded from Q1 to Q13 The methods of data analysis related to the research questions and study instruments are summarized in Table 3.3.
Table 3.3 Methods of data analysis concerning the research questions and instruments Research Questions Instruments Data Analysis
RQ1 To what extent are the test-taking strategies for the new TOEIC test format utilized by EFL learners in the context of MCB English Center?
The study investigates whether significant differences exist in the application of test-taking strategies for the new TOEIC test format among EFL learners with varying language proficiency levels It aims to identify how these differences manifest in the context of test performance and strategy effectiveness.
Reliability and Validity
Assessing the consistency and stability of test scores is crucial for all measurements, as it directly impacts the validity and reliability of research data Reliability reflects the constancy of the components involved (Huck, 2007), while validity ensures that the measurement accurately serves its intended purpose (Field, 2005).
The piloting questionnaire was divided into three sections: the first section included six demographic questions, the second section contained 23 questions focused on the use of listening strategies, and the third section featured 34 questions regarding students' reading strategies (Refer to Appendix B for details.)
During the pilot process, the researcher provided thorough guidance to students, resulting in clear comprehension and strong performance After administering the pilot questionnaires, adjustments were made to align the questionnaire with research standards, including the removal of an item regarding time management due to the absence of clocks in most university classrooms Additionally, questions 38 to 41 were restructured into four separate questions for clarity The final questionnaire comprised three parts: the first part with six items, the second with 23 items, and the third with 34 items The researcher then proceeded to conduct the questionnaires in late June 2022.
For research conclusions to be valid, it is crucial to ensure the construct validity of intertwined test-taking strategy sub-scales To enhance the reliability of interviews, recordings were double-checked and transcribed with the help of a second educator While validity emphasizes precision, reliability is concerned with consistency (Field, 2005) This study utilized Cronbach's Alpha coefficients to assess the consistency of sub-scales Prior to the official study, questionnaires were piloted to confirm both reliability and validity.
A pilot study was conducted to outline the experimental procedures, determine the appropriate levels of each independent variable, and establish the observational methods to be used by the researcher After completing the pilot, modifications were made to the questionnaire and interview questions to enhance their validity and reliability.
Cronbach's Alpha was employed to assess the internal consistency of the data, alongside descriptive statistics, to determine the reliability of student responses As outlined by Gliem and Gliem (2003), Cronbach's Alpha coefficients are classified into categories: Unacceptable (below 0.500), Poor (0.500 to 0.599), Questionable (0.600 to 0.699), Acceptable (0.700 to 0.799), Good (0.800 to 0.899), and Excellent (0.900 and above).
Table 3.4 Cronbach’s Alpha Indexes Aspects
Cronbach's Alpha Based on Standardized Items
Extent of using Listening strategies 694 697 23
Extent of using Reading strategies 711 708 34
The overall reliability of the questionnaire was strong, with a Cronbach’s Alpha of 815 Specifically, the reliability for students’ use of listening strategies was 694, while the use of reading strategies had a Cronbach’s Alpha of 711.
Ethical issues
Before initiating data collection, the researcher obtained approval from the headmaster and students at the MCB English Center All collected data was kept confidential, with participants assigned unique identification numbers and logged into an Excel database Furthermore, all questionnaires, transcripts, and processed data were securely archived in compliance with the MCB English Center's guidelines As emphasized by Zhang (2020), ethical considerations are essential in both qualitative and quantitative research.
Summary
This section outlines the research methods employed in the study, focusing on key sample characteristics such as gender, self-reported English proficiency, and total practice time The methodology and location of the study were examined in detail, utilizing a questionnaire and semi-structured interviews as the primary research tools The following sections, "Data Gathering" and "Data Analysis," offer comprehensive insights into the research process Ultimately, the next chapter synthesizes and analyzes all findings from the diverse research designs.