Exploring Efl Students’ Perception Towards Learning Challenges in Vocabulary and Pronunciation Test

Abstract

This study aimed to explore EFL university students’ perceptions of vocabulary and pronunciation tests as well as the teaching strategies and learning media used in English learning. This research employed a descriptive quantitative design involving 11 EFL university students as the participants. The data were collected through a Likert-scale questionnaire consisting of 20 statements related to students’ perceptions of vocabulary tests, pronunciation tests, teaching strategies, and learning media. The collected data were analyzed using descriptive quantitative analysis in the form of percentages.The findings revealed that students generally had positive perceptions toward vocabulary and pronunciation tests. Students agreed that vocabulary tests helped them identify their strengths and weaknesses, while pronunciation tests helped them recognize pronunciation errors and improve speaking skills. However, some students still experienced difficulties such as anxiety during vocabulary tests, difficulty remembering vocabulary, nervousness in pronunciation performance, and first-language interference. The findings also showed that teaching strategies and learning media positively supported students’ vocabulary mastery and pronunciation learning.In conclusion, vocabulary tests, pronunciation tests, teaching strategies, and learning media play important roles in supporting students’ English learning experiences. Effective teaching strategies and supportive learning media are needed to improve students’ vocabulary understanding, pronunciation accuracy, and confidence in English learning.