Investigating Skill-Based Constraints in the TOEFL Test: A Quantitative Study of University EFL Learners in Ecuador, South America

Abstract

This study investigated skill-based constraints affecting TOEFL ITP performance among university EFL learners in Ecuador, South America. Based on the componential models of communicative competence, the research examined the predictive effects of reading comprehension constraints (RC), grammatical constraints (GC), and listening processing constraints (LC) on TOEFL total scores (TTS). A quantitative research design was used with a stratified sample of 300 non-English major undergraduates. Data were collected with the use of a structured Likert-scale questionnaire and matched with the official TOEFL ITP scores. Reliability analysis indicated excellent internal consistency (Cronbach’s α = .940). Pearson correlation and multiple regression analyses were conducted with the use of SPSS (Version 26). Results revealed a strong overall model fit (R² = .839, p < .001), signifying 83.9% of the variance in TOEFL scores. Listening constraints were one of the strongest predictors (β = .644, p < .001), followed by grammatical constraints (β = .238, p < .001), but reading constraints did not show a significant independent predictive effect. The findings confirmed the multidimensional nature of language proficiency and highlighted listening and grammar as key determinants of standardized test performance. The study provided empirical evidence for targeted TOEFL preparation strategies and contributes to predictive modeling research in EFL assessment contexts.