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Performance across listening comprehension, structure and written expression, and reading comprehension is analyzed with descriptive statistics. The mean score is 412 (range 370–497) and, by CEFR, students fall within A2 to B1. Reading and listening are hardest (39.3 and 38.7), with unfamiliar vocabulary as a main cause. Results support mapping score patterns to refine future preparation and targeted interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-students-mastery-of-test-of-english-as-a-foreign-language-dewi-novita/494216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-students-mastery-of-test-of-english-as-a-foreign-language-dewi-novita/494216.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What TOEFL areas were assessed in this study?","Question",{"text":112,"@type":113},"The study assessed listening comprehension, structure and written expression, and reading comprehension.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the average TOEFL scores and the CEFR levels?",{"text":117,"@type":113},"The average score was 412 with a range of 370 to 497. Based on CEFR, students were classified from A2 to B1.",{"name":119,"@type":110,"acceptedAnswer":120},"Why were reading and listening comprehension especially challenging?",{"text":121,"@type":113},"The analysis indicates difficulties mainly came from struggles with unfamiliar vocabulary, showing limited vocabulary knowledge hindered test performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},494216,1791001822,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ASSESSING STUDENTS’MASTERY OF TEST OF ENGLISH AS A FOREIGN LANGUAGE  \nDewi Novita  \nPendidikan Bahasa Inggris, Universitas Tanjungpura, Pontianak [E-mail: winovita10@gmail.com](E-mail: winovita10@gmail.com)  \nAbstract  \nThis study investigates the English proficiency of 117 pre-service teacher students, aged 19 to 21, assessed using the Test of English as a Foreign Language (TOEFL) . Focusing on listening comprehension, structure and written expression, and reading comprehension, the research employed descriptive statistics for analysis. The average score was found to be 412, with a range from 370 to 497. Based on the Common European Framework of Reference (CEFR), students were classified within the A2 to B1 proficiency levels, indicating elementary to intermediate skills. Reading and listening comprehension proved to be particularly challenging, with mean scores of 39.3 and 38.7, respectively. Analysis revealed that difficulties primarily arose from struggles with unfamiliar vocabulary, suggesting that limited vocabulary knowledge significantly hindered performance. The findings indicate that identifying specific areas of difficulty can help students focus on essential concepts for improvement in future assessments. Moreover, the study highlights the need for systematically mapping student scores to enhance preparation strategies. These insights provide a clearer understanding of the challenges faced by pre-service teachers in developing their English language skills, leading to recommendations for targeted interventions in their academic training.  \nKeywords: Test of English as a Foreign Language, TOEFL, PaperBased Test, Listening Comprehension, Structure and Written Expression, Reading Comprehension.  \nAbstrak  \nPenelitian ini mengevaluasi kemampuan bahasa Inggris mahasiswa calon guru bahasa Inggris. Sampel penelitian adalah 117 mahasiswa tahun pertama dengan rentang usia18 hingga 21 tahun. Penelitian ini menggunakan Test of English as a Foreign Language (TOEFL) dalam format tertulis (paper-based) sebagai alat pengumpul data. Fokus penelitian meliputi pemahaman mendengarkan, struktur dan ekspresi tertulis, serta pemahaman membaca. Analisis dilakukan dengan menggunakan statistik deskriptif. Hasil penelitian menyatakan nilai rata-rata yang diperoleh mahasiswa adalah 412, dengan rentang antara 370 hingga 497. Berdasarkan Kerangka Acuan Umum Eropa (CEFR), mahasiswa diklasifikasikanpada tingkat A2 hingga B1, yang menunjukkan kemampuan tingkat dasar hingga menengah. Pemahaman membaca dan mendengarkan terbukti menjadi tantangan, dengan skor rata-rata masing-masing 39,3 dan 38,7 . Analisis menunjukkan bahwa  \nArticle History  \nReceived: 21 November 2024  \nRevised: 26 Mei 2025  \nAccepted: 27 Mei 2025  \n248  \nkesulitan terutama disebabkan oleh kosakata yang tidak dikenal, yang mengindikasikan bahwa pengetahuan kosakata yang terbatas sangat menghambat performa tes mahasiswa tersebut. Temuan ini menunjukkan bahwa mengidentifikasi area kesulitan dapat membantu mahasiswa fokus pada aspek penting pada test. Selain itu, penelitian ini menyoroti perlunya pemetaan skor mahasiswa secara sistematis untuk meningkatkan strategi persiapan. Wawasan ini memberikan pemahaman yang lebih jelas tentang tantangan yang dihadapi calon guru dalam mengembangkan keterampilan bahasa Inggris mereka, serta mengarahpada rekomendasi intervensi yang terfokus dalam pelatihan akademis mereka ,  \nKata Kunci: Tes bahasa Inggris sebagai bahasa asing, tes tertulis, kemampuan mendengarkan, struktur dan ekspesi tertulis, pemahaman bacaan.  \nMastering English language tests can be challenging for learners in Asia and many other regions where English is considered a foreign language. These learners often face difficulties in areas such as listening comprehension, structural  \nunderstanding, written expression, and reading comprehension. In response to these challenges, numerous educators and researchers are conducting studies to explore approaches that may help students ove","cbCaif17sRGcWI3r","https://ap.wps.com/l/cbCaif17sRGcWI3r","pdf",1143644,11,"English","# Abstract\n## Research Focus and Methods\n## Findings and Interpretation\n## Implications and Recommendations\n# Article History\n## Received, Revised, Accepted\n# TOEFL Overview\n## Purpose and Functions\n## Test Formats and Paper-Based Focus","[{\"question\":\"What TOEFL areas were assessed in this study?\",\"answer\":\"The study assessed listening comprehension, structure and written expression, and reading comprehension.\"},{\"question\":\"What were the average TOEFL scores and the CEFR levels?\",\"answer\":\"The average score was 412 with a range of 370 to 497. Based on CEFR, students were classified from A2 to B1.\"},{\"question\":\"Why were reading and listening comprehension especially challenging?\",\"answer\":\"The analysis indicates difficulties mainly came from struggles with unfamiliar vocabulary, showing limited vocabulary knowledge hindered test performance.\"}]","ASSESSING STUDENTS’ MASTERY OF TEST OF ENGLISH AS A FOREIGN LANGUAGE - Dewi Novita | PDF",1790890274,28]