Exploring EFL Learners’ Perceptions of TOEIC and Their Relation to Achievement

This study examined Korean EFL university students’ perceptions of TOEIC, English proficiency, strategy use, course experiences, and motivation in relation to achievement. Participants were 133 undergraduates enrolled in a 15-week TOEIC preparation course. Data were collected through a background survey, a questionnaire on students’ perceptions of TOEIC across five dimensions, and a TOEIC-based proficiency test. Descriptive statistics indicated that students reported positive evaluations overall, with motivation rated the highest and strategy use the lowest, reflecting strong enthusiasm but limited strategic engagement. Independent samples t-tests revealed that students in the high group scored significantly higher across all dimensions. Regression analysis showed that the overall model significantly predicted TOEIC performance, but no individual factor independently accounted for the outcome. Strategy use was only marginally significant. These findings suggest that while motivation can sustain effort, explicit strategy instruction is necessary to translate this motivation into measurable achievement.