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AsiaCALL Online Journal Received: 23/09/2021 

ISSN 1936-9859; https://asiacall.info/acoj  Revision: 24/10/2021 

Vol. 12; No. 5; 2021  Accepted: 25/10/2021 

pp. 114-128  Online: 26/10/2021 

 

CITATION | Hoang, T. D., Phan, T. L., & Le, H. P. (2021). Non-English Major Students' Perceptions Towards 

TOEIC Online Learning and Testing. AsiaCALL Online Journal, 12(5), 114-128. EOI: 

http://eoi.citefactor.org/10.11251/acoj.12.05.008 

 

Non-English Major Students' Perceptions Towards TOEIC Online  

Learning and Testing 

Thi Doan Hoang1, Thuy Linh Phan1*, Hong Phuong Le1 

 

1Ho Chi Minh City University of Social Sciences and Humanities, Vietnam 
*Corresponding author’s email: kellylinh156@gmail.com 

 

EOI: http://eoi.citefactor.org/10.11251/acoj.12.05.008 

 

Abstract 

Due to the pandemic, schools in Vietnam are currently closed, resulting in a substantial shift 

from face-to-face to e-learning, as well as significant educational modifications. 

Correspondingly, both learning and testing must be modified to fit the current COVID-19 

outbreak, emerging the need to address students' perceptions on the usage of the 

aforementioned issues. This study was carried out to evaluate how students perceived online 

learning and testing in TOEIC preparation courses at a university in HCMC, as this issue has 

grown increasingly impossible to ignore. The data for this study, which involved 55 students, 

was collected using a case study with the employment of interviews and surveys. The findings 

revealed that while online learning aided students during the COVID-19 epidemic, students 

still encountered some obstacles due to diminished teacher-student interaction and 

technological challenges. Besides the advantages of TOEIC online testing during this 

outbreak, the complicated manipulation, cheating, and unstable internet connection were 

considered as the disadvantages of students. This paper is intended to serve as a resource for 

teachers who are in charge of TOEIC online courses as well as a vehicle for further studies. 

Keywords: TOEIC preparation courses, online learning, online testing 

 

1. Introduction 

The COVID-19 pandemic has had a significant impact on many parts of life around the world, 

including schooling. Over 1,6 billion students, 100 million instructors, and educational 

institutions in over 190 countries were affected by school closures last year (UNESCO, 2020). 

To date, the pandemic has caused considerable educational disruptions, with complete or partial 

school cancellations. As a result, today's educational system has undergone major 

modifications. Not only institutions but also each and every learner must change in order to 

adapt to current conditions. 

The unexpected closure of schools and universities in Vietnam has resulted in a significant 

movement from traditional to virtual classrooms. The change requires teachers to use 

technology in conjunction with interaction to fit the teaching and learning process and meet 

students' needs. According to Bhatti (2021), technology in education is a critical step that aids 

teachers and students throughout the teaching and learning time. In addition, technology is an 

important element in e-learning because it may assist students in enhancing their English 

proficiency (Nguyen, 2021). 

https://asiacall.info/acoj
eoi:%20http://eoi.citefactor.org/10.11251/acoj.12.05.008
eoi:%20http://eoi.citefactor.org/10.11251/acoj.12.05.008
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:%20http:/eoi.citefactor.org/10.11251/acoj.12.05.008


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In fact, implementing an e-learning platform is thought to be a good solution to meet the Covid-

19 pandemic. With the abrupt move from traditional classrooms to online ones, a number of 

concerns have arisen that need to be investigated in terms of the benefits and challenges that 

both teachers and students face. Students' perceptions of performance, pleasure, and preference 

for the new learning platform, in particular, should be considered. In addition to online learning, 

the testing procedure has been altered, which significantly impacts students' learning methods 

and outcomes. As a result, teachers must place a strong emphasis on online assessment. 

In light of the current situation, students have signed up for a variety of e-learning courses. In 

many institutions, English is one of the required courses. To achieve graduation requirements, 

university students must obtain an English certificate. As a result, during the pandemic, a high 

number of students enroll in TOEIC online courses. Learners face numerous challenges when 

participating in virtual classrooms using new learning technology. Furthermore, they must take 

online examinations rather than paper tests, which is considered difficult exam. Hence, the 

study's main goal was to see how non-majored students felt about TOEIC online learning and 

testing. English teachers can then strengthen their teaching methods to assist students in dealing 

with the inevitable COVID-19 pandemic. 

 

2. Literature review 

2.1. An overview of the TOEIC course  

TOEIC is a fair and valid evaluation of English-language listening and reading skills for the 

workplace widely used worldwide. Because of its significance, the TOEIC Listening and 

Reading Test is one of the standardized English proficiency examinations that most institutions 

and colleges in Vietnam utilize to determine graduation requirements. 

The main purpose of the Test of English for International Communication (TOEIC) is to 

evaluate people who work in an international setting who speak a language other than English 

as their first language's everyday English skills (ETS, 2015a, 2016a; Powers & Powers, 2015). 

As a result, TOEIC courses at the university under scrutiny are meant to help students 

understand and respond to issues in real-world circumstances. Lesson content intentionally 

focuses on grammar and words that are utilized in real-life situations. Teachers give students 

with grammar points and vocabulary linked to TOEIC topics in each lesson. Teachers also teach 

students various test-taking tactics so that they can maximize their time and achieve higher 

results. 

2.2. Online learning in education 

Almost all institutions and colleges in Vietnam have chosen to convert to online learning in 

order to assure learning continuity. According to Douglas & Van Der Vyver (2004), online 

learning has gotten a lot of attention as a way to provide alternatives to traditional face-to-face, 

instructor-led education. 

“E-learning,” sometimes referred to as online learning, Web-based learning, distance learning, 

and technology-based learning, is a concept that has garnered significant global attention; the 

importance of e-learning is therefore universal (Waight et al., 2004).  According to Karatza et 

al. (2007), online learning refers to the use of any kind of electronic forms of information, which 

delivers knowledge and courses, as well as to the use of a network's advantages. 

Long (2004) classified two types of e-learning which are asynchronous and synchronous 

modes. These two modes of e-learning are characterized by the nature of learner-facilitator 

interaction. Asynchronous mode provides learners with information that the learner can interact 



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with thereafter; meanwhile, the use of chat rooms, online dialogue among learners, and between 

learners and the facilitator are typical of the synchronous mode. Teachers and students 

participate in scheduled classes that they can register for on their own at the institution under 

investigation, which uses synchronous interactive settings. Cantoni, Cellario, and Porta (2004, 

as cited in Hassan et al., 2012) listed various advantages of E-learning such as being less 

expensive to deliver, self-paced (e-learning courses can be taken when needed), faster (learners 

can skip material they already know), provide consistent content (while traditional learning 

different teachers may teach different material about the same subject), work ( e-learners can 

take training sessions when they want), easily and quickly updated (online e-learning sessions 

are especially easy to keep up to date because updated materials are simply uploaded to a 

server), lead to increased retention and a stronger grasp on the subject (due to many elements 

that are combined in e-learning to reinforce the message such as video, audio, quizzes, and 

interaction), easily managed for learning. Long (2004) mentioned a variety of advantages of E-

learning regarding institutions and learners. In terms of personal learner advantages, seven 

advantages often mentioned were reduced travel time and costs for learners, self-paced learning 

whereby learners can control their schedules, convenience of any time and any place, 

opportunity for repeated practice, ease of review, self-responsibility, and freedom. 

On the contrary, several challenges of online learning have been explored by researchers. In 

their case study, Barrot et al. (2021) found out that the learning environment was the greatest 

challenge, specifically distractions at home and limitations in learning space and facilities. 

Furthermore, online learning restricted students' learning experience (e.g., internship and 

laboratory experiments), limited their interaction with peers and teachers, caused depression, 

stress, and anxiety among students, and depleted the financial resources of those who belong to 

lower-income groups. Nguyen (2021) discussed four disadvantages of online learning: the 

overmuch amount of work, technical problems, no self-discipline, limited interactions, and 

anxiety overusing technology. 

Obviously, there are not only advantages but also disadvantages to this new approach to 

learning; thus, students' experiences and opinions should be considered. Specifically, students 

at the university under study have been coping with this learning approach for a while, so it is 

a must for educators to look into their current circumstances in order to make any adjustments 

if possible. 

2.3. Online testing 

The TOEIC Listening and Reading test was a paper-and-pencil, multiple-choice evaluation in 

the years leading up to the pandemic. In the event of an outbreak, however, universities and 

colleges will need to change their approach to learning and testing. Online assessments are 

intended to be used as an alternative to face-to-face tests; as a result, adopting an assessment 

procedure that relies on electronic versions of exams necessitates extensive planning (Sarrayrih 

& Ilyas, 2013). Quizzes and tests are the most popular types of testing, with students 

synchronously answering multiple-choice questions. Students access a link provided by 

teachers during the allotted time and then take 15-minute quizzes. When the timer runs out, 

teachers close the link. In the same vein, the final tests, which last 90 minutes, are carried out. 

Because this type of assessment adjustment is new to Vietnamese students, they may have 

different perspectives on the subject. As a result, investigating students' attitudes about online 

learning and testing is critical. 

 

 



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2.4. Research questions 

To fulfill the purpose of the study, the survey was seeking to answer the following research 

questions:  

1. What advantages and disadvantages do students have during the use of online learning? 

2. How do students perceive the implementation of online testing? 

 

Research design 

3.1. Research participants 

The participants in this study were 55 non-English major students who had completed TOEIC 

preparation course three at a private university in Ho Chi Minh City. They were all Vietnamese 

at different English levels and had passed the Ministry of Education and Training's National 

College Entrance Exam. These participants were chosen based on the convenience of the 

researchers. 

3.2. Research design 

In order to meet the aims of the study, the research approach used in this paper would be a 

mixed-methods design. According to Creswell and Plano Clark (2011), A mixed methods 

research design is a way for gathering, analyzing, and "mixing" quantitative and qualitative 

methodologies in a single study or a series of studies to better understand a research subject. 

The TOEIC program was a nine-week training course comprising a five-period class per week 

for the first five weeks of TOEIC virtual lessons. Then for the rest of the course, the number of 

classes for each week was doubled. A structured questionnaire using Google Forms, followed 

by telephone interviews, was used to collect data. Subsequent to the completion of the courses, 

the researchers would conduct an online survey of all respondents to learn more about their 

impressions of the TOEIC online courses' learning and evaluation. In addition, five students 

were interviewed over the phone in order to gain their inner thoughts about TOEIC virtual 

lessons. The information gathered through surveys and student interviews would be thoroughly 

scrutinized by SPSS 22 and thematic analysis software, respectively. 

3.3. Instruments 

To collect sufficient data for the research, two standard instruments, including questionnaire 

and interview, were used. 

3.3.1. Questionnaire 

A survey was employed as a research tool to supplement the data and gain a better 

understanding of the use of TOEIC online lessons. The questionnaire was delivered to 64 

students immediately after they finished their exam, and the data obtained consisted of 55 

entirely completed questionnaires. At first, students were given a two-part questionnaire 

utilizing Google Forms to collect personal information as well as their opinions on TOEIC 

online learning and testing. Part 1 included five items that elicited personal information, 

including gender, major, undergraduate academic level, and the number of participated online 

courses. In part 2, participants were required to choose a number. Then in part 2, participants 

selected a number on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 

(strongly agree) to react to 17 questions on this course, particularly their understanding and 

experience with the TOEIC online course during the COVID-19 pandemic period. These 

statements were initially composed in English and then translated to Vietnamese to grasp the 



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point and give the best responses. Following that, they must evaluate their final performance at 

the end of the course in terms of benefits and drawbacks. The reliability of the questionnaire is 

presented as follows.   

Table 3.1. Reliability of the questionnaire 

 Cronbach’s alpha 

Advantages of TOEIC online learning .717 

Disadvantages of TOEIC online learning .700 

Advantages of TOEIC online testing .702 

Disadvantages of TOEIC online testing .704 

Cronbach's alpha of .60 was considered satisfactory by Clark & Watson (1995). Furthermore, 

Bynner & Stribley (1979) indicated that Cronbach's alpha internal consistency larger than .67 

was acceptable (as cited in Ho, 2015). As a consequence, the four alpha values of .717, .700, 

.702, and .704 were acceptable. 

3.3.2 Interview 

After gathering the questionnaire statistics, five students were chosen at random for the 

interview to identify the core problems. Because of the COVID-19 pandemic, participants were 

given phone interviews to answer questions based on survey data. The talks were held and 

recorded in Vietnamese in order to get thorough information about participants' attitudes 

regarding TOEIC online learning and assessment. The data were then transcribed by an online 

speech-to-text tool (Amberscript.com), translated into English, and extensively examined to 

provide a comprehensive understanding of the concerns. The English versions were 

automatically coded by thematic analysis software with the aim of breaking the text up into 

themes. 

 

Findings and discussions 

As previously stated, the goal of this survey is to determine non-English major students' 

attitudes regarding TOEIC online learning and assessment. The researchers identified two 

major themes in students' perceptions of the course for this study: Perceptions of TOEIC online 

learning and Perceptions of TOEIC online assessment. 

4.1. Students’ perceptions towards TOEIC online learning 

4.1.1. Advantages of TOEIC online learning 

To identify the advantages from learning TOEIC online, students' responses on the TOEIC 

online learning were analyzed. The descriptive statistics are provided in table 4.2.  

Students' responses to the TOEIC online learning were studied to determine the benefits of 

learning TOEIC online. Table 4.2 shows the descriptive statistics. 



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The chart below shows that students agreed with the advantages of online learning (item LA2- 

LA6) in the questionnaire (mean score 3.382-4.364). The use of online classrooms during the 

COVID-19 epidemic received the most agreement (M=4.364) among the five benefits stated 

above. Meanwhile, they were uninterested in learning TOEIC on the internet (M=2.855).  A 

small minority of respondents (18.1%)expressed interest in online lessons. 

Table 4.1. Students’ perceptions about the advantages of TOEIC online learning 

 

Variables 

1 2 3 4 5 Mean 

Build excitement for 

learning  

0 

(0%) 

20 

(36.4%) 

25 

(45.5%) 

8 

(14.5%) 

2 

(3.6%) 

2.855 

Choose flexible learning 

location  

0 

(0%) 

1 

(18%) 

11 

(20%) 

32 

(58.2%) 

11 

(20%) 

3.964 

Access to online materials  0 

(0%) 

2 

(3.7%) 

19 

(34.4%) 

30 

(54.6%) 

4 

(7.3%) 

3.964 

Record online lectures  1 

(1.8%) 

1 

(1.8%) 

11 

(20%) 

36 

(65.5%) 

7 

(12.7%) 

3.891 

Complete assignments 

faster  

1 

(1.8%) 

5 

(9%) 

25 

(45.5%) 

20 

(36.4%) 

4 

(7.3%) 

3.382 

Correspond with Covid-19 

crisis  

0 

(0%) 

0 

(0%) 

2 

(3.6%) 

31 

(56.4%) 

22 

(40%) 

4.364 

 Note. 1: Totally disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Totally agree 

With regard to the table, the highest figures were those with neutral attitude and disagreement 

at 45.5 % and 36.4 %, respectively. Likewise, less than a fifth (18.1%) agreed that TOEIC 

online lessons could excite the participants. As a result of this, it can be concluded that the 

majority of participants are not interested in virtual classrooms. The findings agreed with 

Mahyoob's viewpoint (2020). The majority of EFL students, according to the researcher, were 

dissatisfied with their online learning. They believed that virtual classrooms would not be able 

to assist them in making the necessary linguistic improvement. 

 It's difficult for me to focus for four hours on online lessons. When learning listening 

parts, I get bored and fatigued easily. I like to take TOEIC classes with my teacher and 

friends at school since I can engage with them. (S2) 

I get bored looking at the screen for long periods of time. Online classes, in my opinion, 

are not as fascinating as those at school. (S4) 

As shown in Table 4.1, 78.2 % (accounting for 43 respondents) showed their agreement and 

strong agreement in their favor of choosing a learning location during the COVID-19 epidemic. 

Participants stressed the flexibility of choosing a learning location as one of the benefits of 

TOEIC online learning. This helped them save time and money on travel expenses. Online 

learning is an easy way to bring remote lecturers into a course. This result confirmed what 

Bartley & Golek (2004) had discovered concerning the flexibility of locations without the time 

and expense of travel. 



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My commute to school takes more than 45 minutes, but now I can stay at home and 

participate in TOEIC class. I believe that learning English at home rather than at school 

is much more convenient for my friends and me. (S1) 

In my perspective, enrolling in a TOEIC online class is preferable because it eliminates 

my need to commute from home to school. As a result, I'll be able to save money and time. 

(S3) 

The majority of participants (accounting for 61.9%) found it easy and fast to download online 

materials, while only two students (3.7%) had difficulty getting the e-book used in the TOEIC 

course. Thurmond (2003) claimed that online learning gave learners access to a wealth of online 

materials. They also discovered that getting to relevant websites was simple. As a result, 

students could enroll in a variety of classes without having to spend time or money on textbooks. 

Furthermore, one of the benefits that most of the participants (78.2%) can obtain from TOEIC 

online sessions is the ability to record online lectures. Students can record lectures to watch 

later if they don't understand the lessons or are unable to participate in an online classroom, 

unlike in an offline classroom. These findings are consistent with those of Muthuprasad et al. 

(2021) from the same COVID-19 phase, who found that the majority of respondents prefer 

recorded lessons and live sessions that can be recorded since it allows them more flexibility in 

learning. When the respondents were questioned about the advantages of learning TOEIC 

online, this finding was relevant to the interview outcomes.  

When I am unable to attend a TOEIC lesson, I can download the recordings. I think it's 

a good approach for me to keep track of the lessons. (S2) 

I am unable to record the entire lecture when I am at school. However, I am allowed to 

record the lectures and watch the videos if I do not understand some grammar issues. 

(S4) 

With 45 percent and 43.7 percent, respectively, the number of participants who claimed a 

neutral attitude toward doing online assignments was slightly higher than the number of 

participants who agreed on this topic. Meanwhile, only 6 (2.7%) of participants denied finishing 

assignments more quickly. 

Finally, a large majority of respondents believed that TOEIC online programs should be used 

during the COVID-19 crisis. Because TOEIC is one of the graduation requirements, students 

should enroll in this course even if they are learning online. They said they appreciated using 

TOEIC online learning during the present period, and they shared the following information. 

Because I am now a senior, I need a TOEIC certificate in order to fulfill graduation 

requirements. I believe that students, particularly fourth-year students, should take 

advantage of online education. (S1) 

One of the most important subjects at university is English. I enjoy learning TOEIC at 

school because it allows me to engage with my teacher. However, because of the COVID-

19 epidemic, I am now unable to participate in any offline classes. (S5) 

 

4.1.2 Disadvantages of TOEIC online learning 

In the table below, descriptive data from the next four questionnaire items about the 

drawbacks of TOEIC online learning were coded and analyzed. 

 



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Table 4.2 Students’ perceptions about the disadvantages of TOEIC online learning  

Variables 1 2 3 4 5 Mean 

Reduce teachers-students 

interaction  

0 

(0%) 

3 

(5.5%) 

13 

(23.6%) 

35 

(63.6%) 

4 

(7.3%) 

3.727 

Lack online learning 

strategies  

0 

(0%) 

7 

(12.7%) 

30 

(54.5%) 

15 

(27.3%) 

3 

(5.5%) 

3.255 

Get accustomed to 

conventional learning 

method  

0 

(0%) 

7 

(12.7%) 

36 

(65.5%) 

10 

(18.2%) 

2 

(3.6%) 

3.127 

Lack sufficient digital 

infrastructure devices 

(electronic devices,…)  

1 

(1.8%) 

2 

(3.6%) 

11 

(20.0%) 

35 

(63.6%) 

6 

(10.9%) 

3.782 

 As shown in Table 4.2, 70.9 percent of respondents (representing 39 people) agreed or strongly 

agreed with the idea of limiting teacher-student interaction. Only three of them (5.5 percent) 

were dissatisfied with the online classroom's communication restrictions. The lack of nonverbal 

communication such as body language, facial expression, and eye contact hampers students' 

interest. This finding supports evidence from the research of Barticulon et al. (2021) and Wut 

(2021) within the same context during the Covid19 period, poor communication or lack of clear 

directions from educators distract students from their learning process. Online learning, 

according to interviewees, increases their passiveness since teachers are unable to directly 

observe their actions.  

 I usually turn off the camera when participating in online classes because my room is 

untidy. I do not want to catch others' attention. Moreover, I can lay the blame on technical 

problems so that teachers cannot read my face, mood, and actions.  (S5) 

In my opinion, the virtual classroom has no facial expressions and body gestures as well, 

which significantly decreases its vividness... It may lessen students' motivation and 

activeness... (S3) 

In addition, the proportion of respondents' lack of experiences of online learning nearly tripled 

the percentage of disagreements on this issue with 33.8% and 12.7%, respectively.  The learning 

process previously was conducted in schools with a face-to-face system, but during the COVID-

19  pandemic,  the learning process was carried out from home through the online system by 

utilizing existing media. Because online learning is still a new concept, shifting entirely to 

online learning challenges students in educational institutions in Vietnam. Consequently, this 

digital transformation of teaching methods brought with it a number of practical issues as well 

as behavioral changes, which had a close correlation with the findings in Ribeiro (2020). 

I have a few experiences with TOEIC online learning. When suddenly changed from the 

traditional learning method to a new learning method, I was quite confused. I attended 

the classes; however, I could not keep up with my classmates. (S2) 

I cannot apply my previous learning strategies like peer learning. To be honest, following 

teachers' instructions is uneasy, and it is difficult to ask my friends for help at the same 

time as I did. (S5) 



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Twelve students (accounting for 21.8%) were familiar with traditional learning methods, while 

more than half of them (12.7%) stated no difference between traditional learning methods and 

online learning methods. It is worth noting that nearly two-thirds of respondents (36 students) 

maintained a neutral attitude to this issue. As Wut (2021) mentioned, the lack of teamwork with 

their peer students is one of the major challenges in online courses. In a conventional classroom 

setting, learners can directly discuss with their professors and peers to seek possible answers to 

their queries or feasible solutions to various issues or hurdles to their learning. However, it is 

difficult to achieve in online courses. Obviously, conventional classroom settings provide a 

sense of pleasure with their peers, whereas contemporary online learning platforms establish a 

less communicative environment. 

I consider that there are no more differences between online learning and traditional 

learning. .... However, my friends usually complain about the inconvenience of 

interaction and cooperation with classmates during lessons.  (S1) 

I was familiar with the traditional classroom environment. Hence, when joining the new 

online course, I liked a fish out of water. It took time to get used to this learning method… 

I see that teamwork skills in TOEIC traditional classrooms are more effective than in 

online ones. (S4) 

Finally, the lack of proper electronic gadgets was the most accepted difficulty of TOEIC online 

learning during the Covid 19 outbreak, accounting for 74.5% (including 41 respondents). 

Students' living standards are inextricably linked to the quality of high-tech equipment they 

own, resulting in a negative online learning experience. This finding is consistent with that of 

Appanna (2008) about the infrastructure differences among learners, which can be a strain on 

students’ budgets. When asked, the interviewees claimed that their technological devices made 

it difficult for them to focus on the teacher's presentation. 

Due to financial problems, I cannot own a laptop, and it is difficult for me to observe or 

read the passage through my mobile screen. This really made me annoyed, and I could 

not answer the questions correctly. (S3) 

My laptop configuration is an out-of-date mode, so it often performs poorly and lags 

whenever I access the online classroom. (S2) 

 

4.2. Students’ perceptions towards TOEIC online testing 

4.2.1. Advantages of TOEIC online testing 

Students’ perceptions on the advantages of TOEIC online testing were tabulated and presented 

in table 4.5; then the data were interpreted as follows. 

 

 

 

 

 

 

 

 



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Table 4.3. Students’ perceptions about the advantages of TOEIC online testing 

Variables 1 2 3 4 5 Mean 

Lessen the anxiety 1 

(1.8%) 

3 

(5.5%) 

16 

(29.1%) 

25 

(45.5%) 

10 

(18.2%) 

3.727 

Provide immediate results 1 

(1.8%) 

2 

(3.6%) 

5 

(9.1%) 

36 

(65.5%) 

11 

(20%) 

3.982 

Be feasible with TOEIC 

tests 

1 

(1.8%) 

3 

(5.5%) 

21 

(38.2%) 

26 

(47.3%) 

4 

(7.3%) 

3.527 

Be equivalent to the test 

format 

0 

(0%) 

1 

(1.8%) 

16 

(29.1%) 

33 

(60%) 

5 

(9.1%) 

3.764 

First, the majority of students (63.7%) felt that taking online examinations reduces their anxiety 

as compared to paper-based tests. In a different perspective, according to Shraim (2019), three-

quarters of participants disagreed that online exams reduce stress and anxiety. In this study, 

students may get used to the new approach of learning, which helps them be more confident in 

their examinations. The students made the following assertions: 

When I take the exams at school, I feel nervous as I have to sit still and listen to the 

teacher's instructions. Now I can be at ease taking the test at home, in my room, or 

anywhere else I like. (S1) 

I feel reassured because any teachers or proctors do not look at me. (S2)  

Second, unlike paper-based assessments, students were able to obtain their test results quickly 

since the testing system provided immediate results. This aligns with previous studies that 

online examinations are advantageous in giving immediate feedback, which benefits students 

in several aspects (Heinrich et al., 2009; Dreher et al., 2011; Hodgson & Pang, 2012). Prior to 

the epidemic, teachers needed time to mark students' exam papers or had to wait for the results 

if they took the papers to a testing center where a machine or gadgets marked them. At present, 

students could directly accomplish the test online and know their scores on the spot.  

It’s really convenient as I could see my test score immediately. In case I fail and need to 

register for a new course, it would be much faster for me to plan for it. (S4) 

Waiting for the test scores is somewhat an irritable experience. Now I can know my result 

shortly. (S1) 

Following that, 54.6 percent of students agreed that this type of online testing was appropriate 

for the TOEIC test. Only four students out of 55 (7.3%) believed this was inappropriate for the 

exam. However, in his study, Shraim (2019) concluded that participants perceived online exams 

as invalid, in that they were not appropriate for many subjects (77% of participants) and not 

well-suited for assessing the higher-order thinking skills (81% of participants). As his study 

was carried out before the pandemic, the use of online learning was not as popular at the present 

time.  During the pandemic, this studying and assessment method was deemed the most 

practical, and most institutes and universities adopted it. 

I believe this is the only way that my university can apply to continue teaching and 

learning. This is suitable for all the subjects in this COVID-19 outbreak, including TOEIC 

courses. (S2) 



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Yes, this is absolutely okay for this time, especially since we are a young generation and 

nowadays we are using the internet and computers every day. So online testing is suitable 

for our learning and testing. (S3) 

Last but not least, the equivalent test format was considered superior to the TOEIC online 

testing since students were familiar with the question types that they had learned. More than 

69% of the students shared this point. Meanwhile, only one student had different thinking. The 

students gave additional ideas. 

I feel confident as I have done various actual tests before. So I believe I can get a high 

score on this test, too. (S3) 

Because I have done this type of test so far, I am always ready with online exams. I intend 

to register and take the TOEIC test at ETS later on. (S5) 

 

4.2.2. Disadvantages of TOEIC online testing 

Following the students' opinions on the advantages of TOEIC online learning, the disadvantages 

were enumerated and clarified. 

Table 4.4. Students’ perceptions about the disadvantages of TOEIC online testing 

Variables 1 2 3 4 5 Mean 

Be hard to manipulate 0 

(0%) 

5 

(9.1%) 

22 

(40%) 

25 

(45.5%) 

3 

(5.5%) 

3.473 

Cheat in the exam 0 

(0%) 

2 

(3.6%) 

10 

(18.2%) 

28 

(50.9%) 

15 

(27.3%) 

4.018 

Struggle with a poor 

Internet connection 

0 

(0%) 

1 

(1.8%) 

12 

(21.8%) 

34 

(61.8%) 

8 

(14.5%) 

3.891 

The first and foremost drawback of TOEIC online is that it is considerably more difficult to 

manipulate than paper-based testing, which prevents pupils from achieving high marks. More 

than half of the students agreed, while 40% were undecided, and only 9.1% disagreed. The 

students claimed that utilizing the computer hampered their testing since it required them to 

focus on the screen for too long. Thus, adaptive testing was viewed as problematic, according 

to Shraim (2019). 

It is terribly inconvenient, confusing, and annoying for me to drag and click the mouse 

forever and ever to answer only one question. It is such bad stuff. I had to look at the 

screen for so long, which is another problem for my eye. (S2) 

Before, when the test was still paper-and-pencil, it was easier for me to read and answer 

the questions because it was on the same page, or sometimes two pages. Now, the text 

may be on the page, but the questions are deep below, which I find it hard to drag upward 

to reread the text. (S5) 

Cheating is the next issue that students are concerned about, with 78.2 percent of students 

agreeing that cheating is a significant matter. Only 3.6 percent (2 students) believed there was 

no cheating at all, while 18.2 percent held a neutral opinion. In his study, Shraim (2019) claimed 

that 79% of participants disagreed that online exams are fairer than paper-based ones. Besides, 



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125 

 

preventing cheating during online exams can be difficult, given the availability of technologies 

such as Bluetooth, wireless networking, mobile phones, and wearable technology.  

This is not fair. Some students can cheat during online exams as they may ask their friends 

or search the answers on the internet. (S3) 

Perhaps it is somehow unreliable because students can chat with their close friends and 

share the answers. I hope they won’t share the answers as a group or class. (S4) 

The constraint of internet connection is the last big deal with most of the students, with over 76 

percent citing it as one of their disadvantages. Only one student thought that internet access was 

not an issue for him/her, and 21.8 percent of them remained neutral. It is evident that not all 

students live in HCMC, as they may return home during or before the Government's social 

distancing decisions No.15 and 16. As a result, their internet connection is dependent on their 

location, which can cause problems at times. 

I am now at home, quite a remote area from the city. Sometimes the internet connection 

is not stable, which is annoying and inconvenient for me when having online classes, 

especially sitting exams. I felt nervous because it could be disruptive for more than 2-3 

minutes; as a result, I could not accomplish my exam in time, or else I could be out of the 

exam if the connection was so low. (S2) 

I registered a 3G internet connection, but the speed was unstable. It was really bad for 

my exam. (S4) 

Even students in big cities may get into this trouble. Internet connection really matters if 

you do not register a high-quality internet connection with fast speed. In my case, the test 

was sometimes disruptive; luckily, I had enough time to finish the exam. (S5) 

 

Conclusion 

In this study, students' perceptions of the advantages and disadvantages of TOEIC online 

learning and testing at the university under scrutiny were thoroughly looked into. 

The findings revealed that TOEIC online learning was appropriate for Covid 19's current 

scenario since it provided students with a convenient learning environment, access to materials, 

and class recordings for reference. On the other hand, students noticed a few drawbacks in 

TOEIC online learning, which included a lack of appeal for students to study on a screen and a 

reduction in teacher-student connection. Furthermore, most students cited insufficient 

infrastructure as a hindrance to successful learning, with the majority claiming that their 

technological devices hampered them. 

Moreover, students' opinions on the implementation of TOEIC online testing were then 

highlighted based on the data gathered. Students claimed that online examinations were 

acceptable for TOEIC testing and that they were familiar with the test format, which helped 

them feel more confident during the exams. Another benefit of online testing noted by students 

was the ability to receive instant results. In a different manner, students asserted some troubles 

of online testing, including complicated manipulation, cheating, and unstable internet 

connection. 

This study was narrow to a small number of participants, which is a limitation of 

generalizability. The study represents a starting point for future TOEIC online course research 

in the event of an outbreak, with more students participating. Besides, future studies may look 

at different techniques or strategies to raise students' motivation to learn and get them involved 



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in more activities and class interaction. Furthermore, it is suggested that applications should be 

used to prevent or restrict cheating and plagiarism during exams so that students could find 

online testing trustworthy and satisfying. 

 

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Biodata 

Ms. Hoang Thi Doan is an MA student at the University of Social Sciences and Humanities. 

She has worked as an English teacher at secondary and high schools, as well as language 

centers in Ho Chi Minh City for almost 7 years. Her interests are Linguistics and English 

teaching methodologies. 

Ms. Phan Thuy Linh is an MA student at the University of Social Sciences and Humanities. 

She has been working as an English teacher since 2015. She currently works as a teacher at 

SEAMEO RETRAC and Center for Foreign Studies in Nong Lam University. She takes 

responsibility for teaching English for students in the Kiddy Program and for Non-English 

Major Students. Her research interests include English for young learners, ICT in education.  

Ms. Le Hong Phuong is an MA student at the University of Social Sciences and Humanities. 

She has also been working as an English teacher at Nguyen Thi Minh Khai Secondary School. 

She has taught English to 7-grade and 8-grade students for 3 years. Her interests are ICT in 

education and blended learning. 

 

 

 

https://en.unesco.org/covid19/educationresponse
https://en.unesco.org/news/one-year-covid-19-education-disruption-where-do-we-stand
https://doi.org/10.1007/s12564-021-09673-1
https://doi.org/10.1007/s12564-021-09673-1

