Two Tests, Two Strategies? Rethinking Preparation for TOEIC and TOEFL

Abstract

The widespread use of English proficiency tests in Japanese universities has created an important need to understand how preparation strategies should be adapted to different assessments. This paper comparatively examines preparation for the Test of English for International Communication (TOEIC) and the Test of English as a Foreign Language (TOEFL), asking whether two substantially different examinations require two different preparation approaches. Drawing on research on language-test preparation, washback, vocabulary demands, and test-taking strategies, the paper considers differences in test purposes, lexical requirements, skill coverage, task formats, and mental processing demands. It pays particular attention to the dominance of TOEIC
Listening and Reading (L&R) among Japanese test takers and its focus on receptive skills, in contrast to TOEFL iBT’s assessment of reading, listening, speaking, and writing through both independent and integrated tasks. The review suggests that the two examinations share fundamental preparation strategies, including vocabulary development, familiarity with test formats, extensive practice, and time management. However, TOEFL preparation requires greater emphasis on academic vocabulary, productive skills, note-taking, integrated processing, and timed speaking and writing. The paper argues that test preparation should therefore be assessment-specific rather than treated as universally transferable. For Japanese university students, selecting an exam that suits their educational or career goals and aligning preparation strategies with its specific demands may offer a more effective route to high performance.