Abstract

The objective of this research is to develop the theoretical foundations of the study of TOEFL teaching strategies and methodologies in universities. With a specific specific objective, a description of knowledge regarding the competency-based TOEFL teaching technique was obtained, followed by the identification of the most appropriate competency-based TOEFL learning model or pattern in higher education. The research approach is qualitative in nature and is assessed in light of a phenomenographic investigation. Three TOEFL teachers at LDC UMP
were chosen as subjects for this study, as LDC served as an organizer of TOEFL training and testing in universities. In-depth interviews, focus group discussions (FGD), and a review of the literature were used to collect data. The data analysis was carried out thematically in accordance with qualitative research principles. The research concluded that most of the instructors had implemented competency-based TOEFL learning strategies. On average, they provide training according to student competence rather than using the lecturing method. The method used to support this strategy is usually in the form of cooperative learning.

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