Exploring The Relationship Between Reading Strategies, Stress And Toefl Prediction Test Scores In The Reading Section

Abstract

This study explores the relationship between reading strategies, stress, and performance on the reading section of the TOEFL Prediction Test among Indonesian EFL university learners. Employing a quantitative correlational design, data were collected from students who completed a reading strategy questionnaire adapted from the Survey of Reading Strategies (SORS), a stress scale related to academic reading and test-taking situations, and a TOEFL Prediction Test. Descriptive analysis indicated moderate reading proficiency with noticeable individual differences in strategy use and stress levels. Pearson correlation analysis revealed significant positive relationships between TOEFL reading scores and the use of global strategies (r = 0.312, p = 0.024) and problem-solving strategies (r = 0.421, p = 0.006), while support strategies showed no significant association. In contrast, stress demonstrated a significant negative correlation with reading performance, indicating that higher stress levels were associated with lower TOEFL reading scores. Multiple regression analysis further showed that problem-solving strategies (β = 0.398, p = 0.004), global strategies (β = 0.271, p = 0.039), and stress levels significantly predicted TOEFL reading performance, jointly accounting for 31.2% of the variance. These findings underscore the crucial role of metacognitive strategy use and effective stress management in standardized reading assessments. The study offers empirical evidence from the Indonesian EFL context and highlights the importance of integrating strategy-based instruction and stress-reduction approaches into TOEFL preparation programs.