Students’ Perceptions of a Web-Based TOEIC Prediction Platform for Autonomous English Learning
Abstract
This study explores the use of TOEIC Prediction Website as a digital learning platform in supporting students’ English proficiency development and TOEIC preparation. The objective of the study is to explore the role of the platform as a learning support system and its motivating role in the students’ involvement in a web-based learning environment. A descriptive quantitative was applied by using a questionnaire which was distributed to 72 students of the D-III English Study Program of Politeknik Negeri Sriwijaya. Descriptive analysis was performed on the data to explore students’ perceptions of the usefulness of the platform, the learning support features and the role it played in encouraging engagement. The results suggest that the TOEIC Prediction Website is successful in facilitating learning by providing structured practice resources, immediate feedback, and flexible accessibility, thereby helping students to understand TOEIC test formats and enhancing their learning experience. The platform also fosters behavioral, cognitive, and emotional engagement through active participation, independent learning, and continuous motivation. These results suggest that incorporating instructional support and engagement elements in digital learning settings may help prepare students for standardized English proficiency tests. The research indicates that the TOEIC Prediction Website has a promising potential as an alternative learning tool for TOEIC preparation in higher education contexts
References
Al-Hawamleh, M. S., Alazemi, A. F., & Al-Jamal, D. A. H. (2022). Digital portfolio and self-regulation in speaking tasks. Asian-Pacific Journal of Second and Foreign Language Education, 7, Article 14. https://doi.org/10.1186/s40862-022-00141-w
Al-Obaydi, L. H., Shakki, F., Tawafak, R. M., Pikhart, M., & Ugla, R. L. (2023). What I know, what I want to know, what I learned: Activating EFL college students’ cognitive, behavioral, and emotional engagement through structured feedback in an online environment. Frontiers in Psychology, 13, Article 1083673. https://doi.org/10.3389/fpsyg.2022.1083673
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5–6), 1058–1089. https://doi.org/10.1080/09588221.2020.1770293
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Routledge. https://doi.org/10.4324/9781315833767
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, Article 2. https://doi.org/10.1186/s41239-019-0176-8
Educational Testing Service. (2022). TOEIC listening and reading test examinee handbook. https://www.ets.org/toeic/test-takers/prepare.html
Fang, F., Meng, Y., Tang, L., & Cui, Y. (2025). The impact of informal digital learning of English (IDLE) on EFL learners’ engagement: Mediating roles of flow, online self-efficacy, and behavioral intention. Behavioral Sciences, 15(7), Article 851. https://doi.org/10.3390/bs15070851
Ghorbani, N., & Ebadi, S. (2020). Exploring learners’ grammatical development in mobile-assisted language learning. Cogent Education, 7(1), Article 1704599. https://doi.org/10.1080/2331186X.2019.1704599
Han, J., Geng, X., & Wang, Q. (2021). Sustainable development of university EFL learners’ engagement, satisfaction, and self-efficacy in online learning environments: Chinese experiences. Sustainability, 13(21), Article 11655. https://doi.org/10.3390/su132111655
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. Research and Practice in Technology Enhanced Learning, 17, Article 23. https://doi.org/10.1186/s41039-022-00198-8
Hsu, H.-T., & Lin, C.-C. (2022). Extending the technology acceptance model of college learners’ mobile-assisted language learning by incorporating psychological constructs. British Journal of Educational Technology, 53(2), 286–306. https://doi.org/10.1111/bjet.13165
Janjić, P., & Coventry, K. R. (2025). Digital language learning resources: Analysis of software features and usage patterns in UK schools. Frontiers in Education, 10, Article 1532802. https://doi.org/10.3389/feduc.2025.1532802
Jenkins, J. (2014). English as a lingua franca in the international university: The politics of academic English language policy. Routledge. https://doi.org/10.4324/9780203798157
Jeong, K.-O. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(5), Article 2894. https://doi.org/10.3390/su14052894
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
Kukulska-Hulme, A. (2021). Reflections on research questions in mobile-assisted language learning. Journal of China Computer-Assisted Language Learning, 1(1), 28–46. https://doi.org/10.1515/jccall-2021-2002
Lai, C. (2022). Learner autonomy and technology. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 370–381). Routledge. https://doi.org/10.4324/9781351117586-32
Lee, J. S., & Sylvén, L. K. (2021). The role of informal digital learning of English in Korean and Swedish EFL learners’ communication behaviour. British Journal of Educational Technology, 52(3), 1279–1296. https://doi.org/10.1111/bjet.13082
Little, D. (2015). Learner autonomy and second/foreign language learning. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 123–140). Routledge.
Mejeh, M., Sarbach, L., & Hascher, T. (2024). Effects of adaptive feedback through a digital tool: A mixed-methods study on the course of self-regulated learning. Education and Information Technologies, 29, 1–43. https://doi.org/10.1007/s10639-024-12510-8
Menggo, S., Darong, H. C., & Semana, I. L. (2022). Self-regulated learning method through smartphone assistance in promoting speaking ability. Journal of Language Teaching and Research, 13(4), 772–780. https://doi.org/10.17507/jltr.1304.10
Metruk, R. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic literature review. Education and Information Technologies, 29(13), 16255–16282. https://doi.org/10.1007/s10639-024-12453-0
Mihaylova, M., Gorin, S., Reber, T. P., & Rothen, N. (2022). A meta-analysis on mobile-assisted language learning applications: Benefits and risks. Psychologica Belgica, 62(1), 252–271. https://doi.org/10.5334/pb.1146
Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: A systematic review. Cogent Education, 12(1), Article 2433814. https://doi.org/10.1080/2331186X.2024.2433814
Mustaffa, N. U. C., & Sailin, S. N. (2022). A systematic review of mobile-assisted language learning research trends and practices in Malaysia. International Journal of Interactive Mobile Technologies, 16(5), 169–198. https://doi.org/10.3991/ijim.v16i05.28129
Ningsih, S. K., Suherdi, D., & Purnawarman, P. (2022). Secondary school teachers’ perceptions of mobile technology adoption in English as a foreign language learning: Trends and practices. International Journal of Education and Practice, 10(2), 160–170. https://doi.org/10.18488/61.v10i2.3004
Nuraeni, C., Carolina, I., & Supriyatna, A. (2020). Mobile-assisted language learning (MALL): Students’ perception and problems towards mobile learning in English language. Journal of Physics: Conference Series, 1641(1), Article 012027. https://doi.org/10.1088/1742-6596/1641/1/012027
Okumuş Dağdeler, K., Konca, M. Y., & Demiröz, H. (2020). The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies, 16(1), 489–509. https://doi.org/10.17263/jlls.712891
Öztürk, M., Yüce, E., & Mıhcı Türker, P. (2025). Online peer feedback versus online teacher feedback? Effect of online feedback on students’ self-regulated learning. Technology, Knowledge and Learning, 30, 769–787. https://doi.org/10.1007/s10758-024-09812-8
Pérez-Paredes, P., & Zhang, D. (2022). Mobile-assisted language learning: Scope, praxis and theory. Porta Linguarum, Monograph 4, 11–25. https://doi.org/10.30827/portalin.vi.21424
Pikhart, M., Klimova, B., & Al-Obaydi, L. H. (2024). Exploring university students’ preferences and satisfaction in utilizing digital tools for foreign language learning. Frontiers in Education, 9, Article 1412377. https://doi.org/10.3389/feduc.2024.1412377
Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), Article ep423. https://doi.org/10.30935/cedtech/13094
Rahim, F. R., Sari, S. Y., Putri, R. E., Andini, K., & Dier, M. (2023). Science teachers’ perceptions of web-based learning. Indonesian Journal of Educational Research and Review, 6(1), 66–76. https://doi.org/10.23887/ijerr.v6i1.51644
Ribahan, & Muslimin, A. I. (2025). Navigating digital learning: Autonomy among EFL students in Indonesia. Edelweiss Applied Science and Technology, 9(2), 1034–1048. https://doi.org/10.55214/25768484.v9i2.4644
Rokeman, N. R. M. (2024). Likert measurement scale in education and social sciences: Explored and explained. EDUCATUM Journal of Social Sciences, 10(1), 77–88. https://doi.org/10.37134/ejoss.vol10.1.7.2024
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press. https://doi.org/10.1017/9781316678343
Syafrizal, S., & Septiawati, T. (2022). Enhancing listening skills of EFL Indonesian learners through Busuu application. International Journal of English Language and Literature Studies, 11(3), 147–154. https://doi.org/10.55493/5019.v11i3.4615
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, Article 100701. https://doi.org/10.1016/j.jslw.2019.100701
Viberg, O., Kukulska-Hulme, A., & Peeters, W. (2023). Affective support for self-regulation in mobile-assisted language learning. International Journal of Mobile and Blended Learning, 15(2), 1–15. https://doi.org/10.4018/IJMBL.318226
Wang, X., Chen, J., & Zhang, T. (2021). Facilitating English grammar learning by a personalized mobile-assisted system with a self-regulated learning mechanism. Frontiers in Psychology, 12, Article 624430. https://doi.org/10.3389/fpsyg.2021.624430
Wang, X., Hamat, A., & Ng, L. S. (2024). Designing a pedagogical framework for mobile-assisted language learning. Heliyon, 10(7), Article e28102. https://doi.org/10.1016/j.heliyon.2024.e28102
Wijaya, H., Sumule, L., Weismann, I. T. J., Supartini, T., & Tari, E. (2021). Online learning evaluation in higher education: Study survey method. Journal of Education Technology, 5(3), 401–408. https://doi.org/10.23887/jet.v5i3.35466
Yang, W., & Ying, Z. (2026). Exploring the potential of gamified reading: The effects of Duolingo on L2 reading, self-efficacy, and learner experiences in a Chinese university EFL context. BMC Psychology, 14, Article 14. https://doi.org/10.1186/s40359-025-03180-3
Yu, B. (2023). Self-regulated learning: A key factor in the effectiveness of online learning for second language learners. Frontiers in Psychology, 13, Article 1051349. https://doi.org/10.3389/fpsyg.2022.1051349
Yu, L.-T. (2023). A comparison of the autonomous use of technology for language learning for EFL university students of different proficiency levels. Sustainability, 15(1), Article 606. https://doi.org/10.3390/su15010606
Yulian, R., Ruhama’, U., & Utami, P. Y. (2022). EFL slow learners’ perception in speaking with authentic multimedia-assisted language learning. International Journal of Language Education, 6(2), 183–195. https://doi.org/10.26858/ijole.v6i2.21511
Yusri, Y., Ningrum, S., & Mulyadi, A. I. (2025). Need analysis for a web-based “TOEIC Prediction” application to optimize students’ English proficiency. In Proceedings of the 8th FIRST 2024 International Conference on Global Innovations (FIRST-T3 2024) (pp. 51–61). Atlantis Press. https://doi.org/10.2991/978-2-38476-396-2_7
Zhang, M. (2024). Enhancing self-regulation and learner engagement in L2 speaking: Exploring the potential of intelligent personal assistants within a learning-oriented feedback framework. BMC Psychology, 12, Article 421. https://doi.org/10.1186/s40359-024-01917-0
Zhang, R., Zou, D., & Cheng, G. (2021). Target languages, types of activities, engagement, and effectiveness of extramural language learning. PLOS ONE, 16(6), Article e0253431. https://doi.org/10.1371/journal.pone.0253431
Zheng, Y., & Xiao, A. (2024). A structural equation model of online learning: Investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction. Frontiers in Psychology, 14, Article 1276266. https://doi.org/10.3389/fpsyg.2023.1276266
Zhou, S., Zhu, H., & Zhou, Y. (2022). Impact of teenage EFL learners’ psychological needs on learning engagement and behavioral intention in synchronous online English courses. Sustainability, 14(17), Article 10468. https://doi.org/10.3390/su141710468
Zhou, T., & Zhang, W. (2022). Effectiveness of online or blended language learning: A systematic review. Sustainability, 14(12), Article 7303. https://doi.org/10.3390/su14127303
Zulkepli, N., Ahmad Tajuddin, S. N. A., Atan, A., & Khaja, F. N. M. (2018). A study on autonomous use of technology for language learning among ESL learners at tertiary level. International Journal of Academic Research in Business and Social Sciences, 8(11), 1093–1107. https://doi.org/10.6007/IJARBSS/v8-i11/4986
Copyright (c) 2026 Yusri, Peter Crosthwaite, Sulistya Ningrum, Ahmad Iman Mulyadi, Annisa Karya, M. Julio Alkindy, Putri Shara
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
_(3).png){kind=small}
