Exploring the Impact of Repeated TOEIC Test-Taking on the Motivation and Performance of Fourth-Year EIC Majors at a Thai University
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| Title: | Exploring the Impact of Repeated TOEIC Test-Taking on the Motivation and Performance of Fourth-Year EIC Majors at a Thai University |
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| Language: | English |
| Authors: | Atipat Boonmoh, Kitiya Chanchay |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):376-406. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Tests, English (Second Language), Second Language Learning, Language Proficiency, Student Motivation, Majors (Students), Communication (Thought Transfer), Testing, Student Attitudes, Emotional Response, Psychological Patterns, Burnout, Test Anxiety, Foreign Countries, Well Being, Undergraduate Students |
| Geographic Terms: | Thailand |
| Assessment and Survey Identifiers: | Test of English for International Communication |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | English proficiency is crucial for success in variety of careers, especially in non-English-speaking countries. The Test of English for International Communication (TOEIC) is a widely used benchmark for assessing professional communication, with large numbers of English for International Communication (EIC) majors in Thailand being required to achieve a high score for graduation. In addition, many Thai companies require TOEIC scores for job applications and promotions, which further increases the pressure on students. However, a large number of students face challenges in meeting the required TOEIC score, leading to repeated test attempts. This study investigates the impact of repeated TOEIC test-taking on students' motivation, future test performance, and overall well-being. Data from a sample of 58 fourth-year EIC students were analyzed, combining quantitative survey results with qualitative interviews. The findings highlight significant emotional and psychological impacts, including discouragement, anxiety, and increased test fatigue. While some students develop improved familiarity and confidence with the test format, most report negative effects on their academic goals and self-esteem. The study contributes by suggesting concrete implications for teaching practices and institutional policies, such as designing more holistic TOEIC preparation courses, integrating stress management strategies, and providing support systems for students facing repeated failures. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508649 |
| Database: | ERIC |
| Abstract: | English proficiency is crucial for success in variety of careers, especially in non-English-speaking countries. The Test of English for International Communication (TOEIC) is a widely used benchmark for assessing professional communication, with large numbers of English for International Communication (EIC) majors in Thailand being required to achieve a high score for graduation. In addition, many Thai companies require TOEIC scores for job applications and promotions, which further increases the pressure on students. However, a large number of students face challenges in meeting the required TOEIC score, leading to repeated test attempts. This study investigates the impact of repeated TOEIC test-taking on students' motivation, future test performance, and overall well-being. Data from a sample of 58 fourth-year EIC students were analyzed, combining quantitative survey results with qualitative interviews. The findings highlight significant emotional and psychological impacts, including discouragement, anxiety, and increased test fatigue. While some students develop improved familiarity and confidence with the test format, most report negative effects on their academic goals and self-esteem. The study contributes by suggesting concrete implications for teaching practices and institutional policies, such as designing more holistic TOEIC preparation courses, integrating stress management strategies, and providing support systems for students facing repeated failures. |
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| ISSN: | 2630-0672 2672-9431 |
