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Thirteen randomly selected students participated, while nine lecturers collaboratively designed and delivered the course through lectures, vocabulary activities, small-group discussions, practice exercises, and motivational sessions. A mixed-methods action research design combined thematic analysis of student and lecturer surveys and lecturers’ daily reflections with pretest and posttest data. The study investigated whether the course improved students’ English proficiency, TOEFL scores, and lecturers’ teaching practices. Findings showed that 69% of students improved their posttest scoresand English competencies. Lecturers also reported enhanced pedagogical approaches through collaborative course design. The study recommends longer TOEFL preparation courses and proficiency-based classes to better support university students, contributing practical insights to TESOL and TOEFL instruction.  \nKeywords: Communicative Language Teaching; mixed methods; test strategies; TOEFL Prep Course; vocabulary knowledge  \nABSTRAK  \nPenelitian ini mengkaji dampak Program Percontohan Kursus Persiapan TOEFL di sebuah universitas di Indonesia yang dirancang untuk mengatasi kesenjangan penelitian mengenai pembelajaran strategi pengerjaan tes dan penerapan Communicative Language Teaching (CLT) untuk mengembangkan keterampilan listening, structure, dan reading secaraterpadu. Sebanyak 13 mahasiswa yang dipilih secara acak berpartisipasi dalam program ini, sementara sembilan dosensecara kolaboratif merancang dan melaksanakan pembelajaran melalui ceramah, kegiatan pengayaan kosakata, diskusikelompok kecil, latihan soal, dan sesi motivasi. Penelitian tindakan dengan pendekatan mixed methods menggabungkan analisis tematik terhadap survei mahasiswa, survei dosen, dan refleksi harian dosen dengan data pre-test dan posttest. Penelitian ini bertujuan untuk mengetahui apakah program tersebut meningkatkan kemampuan bahasa Inggris mahasiswa, skor TOEFL, serta praktik pengajaran dosen. Hasil penelitian menunjukkan bahwa 69% mahasiswamemperoleh skor post-test yang lebih tinggi dan mengalami peningkatan kompetensi bahasa Inggris. Para dosen jugamelaporkan bahwa perancangan kursus secara kolaboratif memperkaya pendekatan pedagogis mereka. Penelitian ini merekomendasikan penyelenggaraan kursus persiapan TOEFL dengan durasi yang lebih panjang serta pembagian kelasberdasarkan tingkat kemampuan untuk mendukung kebutuhan belajar mahasiswa. Temuan ini memberikan kontribusipraktis bagi pengembangan pembelajaran TESOL dan TOEFL di perguruan tinggi.  \nKata Kunci: Communicative Language Teaching; metode campuran; strategi tes; Kursus Persiapan TOEFL; penguasaan kosakata  \nHow to Cite:  \nBaker, S., Iman, T. R., Paramitaswari, L. N., Dwilaksono, F., Fitriana, M., Wiren, W., Chaidir, R. R. A., & Camden-Anders, S. (2026). Indonesian University Pilot TOEFL Prep Course: Students’ Successes and Instructors’Insights. IJEE (Indonesian Journal of English Education), 13(1), 1–16. [https://doi.org/10.15408/ijee.v13i1.50465](https://doi.org/10.15408/ijee.v13i1.50465)  \n*Corresponding author  \nIJEE (Indonesian Journal of English Education), 13 (1), 2026  \nP-ISSN: 2356-1777, E-ISSN:","cbCaioDltknyz3ej","https://ap.wps.com/l/cbCaioDltknyz3ej","pdf",329285,16,"English","# Introduction\n## Literature gap and course rationale\n## Research purpose and design\n# Methods\n## Participants and course delivery\n## Data collection and analysis\n# Results\n## Student improvements in TOEFL and English\n## Lecturer reflections on teaching practices\n# Recommendations and implications","[{\"question\":\"What problem does the Pilot TOEFL Preparation Course aim to solve?\",\"answer\":\"It targets research gaps in how test-taking strategies are taught and how CLT is used to support integrated listening, structure, and reading skills for TOEFL preparation.\"},{\"question\":\"How were students and lecturers involved in the course?\",\"answer\":\"Thirteen randomly selected students joined the course, and nine lecturers collaboratively designed and delivered instruction using lectures, vocabulary activities, small-group discussions, practice exercises, and motivational sessions.\"},{\"question\":\"What research approach and data were used to evaluate outcomes?\",\"answer\":\"The study used mixed-methods action research, combining thematic analysis of student and lecturer surveys and lecturers’ daily reflections with pretest and posttest data.\"}]","INDONESIAN UNIVERSITY PILOT TOEFL PREPARATION COURSE - STUDENTS’ SUCCESSES AND INSTRUCTORS’ INSIGHTS | PDF",1790907933]