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All Journal Klasikal: Journal of Education, Language Teaching and Science
Dewi Roosnitasari
a:1:{s:5:"en_US";s:32:"Universitas Muhammadiyah Kendari";}
Education Languange, Linguistic, Communication & Media Mathematics Other

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EFL STUDENTS’ PERCEPTIONS ABOUT EAST AND DUOLINGO ENGLISH TEST (DET) PRACTICE DIFFICULTIES: A COMPARATIVE STUDY Dewi Roosnitasari; Maulina Maulina; Rahmat Nasrullah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1882

Abstract

This study investigates EFL students’ perceptions of the difficulties experienced when taking the Assessing English Proficiency (EAST) and Duolingo English Test (DET) Practice. A qualitative approach was employed to explore students’ experiences and perceptions of the two assessments. Four EFL students participated in the study and were selected based on predetermined criteria. Data were collected through an open-ended questionnaire and supporting test score documents. The questionnaire consisted of questions concerning test difficulty, test format, preparation, psychological responses, comparison between the two tests, and test preferences. Thematic analysis was used to analyze the data employing the Braun and Clarke approach. The findings revealed seven main themes: EAST Test Difficulty, DET Practice Difficulty, Test Format and Instructions, Preparation and Prior Experience, Psychological Response, Comparative Perceived Difficulty, and Test Preference and Accessibility. The findings indicate that EAST was mainly perceived as difficult because of listening-related challenges, including one-time audio playback, unfamiliar accents, and limited time. In contrast, DET Practice was perceived as more difficult by the majority of participants due to speaking and writing demands, changing question formats, time pressure, and technical conditions. However, one participant perceived EAST as more difficult. The study concludes that perceived test difficulty is subjective and influenced by test characteristics, individual experience, preparation, psychological responses, and accessibility.
Co-Authors Maulina, Maulina Rahmat Nasrullah