Pedagogical Implications of Score Distribution Pattern and Learner Satisfaction in an Intensive TOEIC Course

  •  Che Chang Kang    


The study aimed at investigating TOEIC score distribution patterns and learner satisfaction in an intensive TOEIC course and drew implications for pedagogical practice. A one-group pre-test post-test experiment and a survey on learner satisfaction were conducted on Taiwanese college EFL students (n = 50) in a case study. Results showed that the intensive TOEIC course statistically improved students’ total scores and listening scores, while its effectiveness in improving reading scores was statistically insignificant. The descriptive score distribution pattern further illuminated the issue of outliers, e.g. those who progress or regress significantly as compared to the whole class. Moreover, the learner satisfaction analysis proposed a multiple regression model that indicated three positive predicting factors for students’ satisfaction on the course: articulation, textbook and facility. The findings provided implications in two aspects. First, a more eclectic, individualized teaching approach should be taken to meet not only average but also outlier students’ needs in intensive TOEIC courses. Secondly, course designers are provided with concrete directions for improving students’ satisfaction on the course, which entails potential values in increasing learning motivation.

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