An examination of the way a group of Korean language learners prepare for the Test of English as a Foreign Language (TOEFL).

摘要

The way students prepare for the Test of English as a Foreign Language (TOEFL) has implications for the test's validity. A review of the literature on the washback effect from TOEFL reveals that studies have focused on classroom activities but few considered students' attitudes towards TOEFL preparation and the extent to which these stem from their educational background. I surveyed through focus groups and structured interviews the attitudes of 14 Korean language learners preparing for the TOEFL in Toronto. The findings suggest: (i) participants' culture of learning seem to have an effect on the way they prepare for the TOEFL, yet their preparation is also influenced by individual motivations and experiences; (ii) TOEFL preparation manuals influenced the way they prepared for the TOEFL; (iii) participants engaged in preparation practices that seem to weaken the utility of the TOEFL; and (iv) participants' language education is affected by the TOEFL.