<![CDATA[This study aimed to explore why university students struggle with TOEFL Reading in a reading classroom. Employing a qualitative case study design, the study involved 23 university students enrolled in a reading course. Data were collected through an open-ended questionnaire and analyzed using an interactive model. The findings revealed five interconnected themes underlying students’ difficulties with TOEFL Reading: (1) linguistic challenges, particularly limited vocabulary and complex sentence structures; (2) cognitive challenges in comprehending and interpreting academic texts; (3) time management and test-taking challenges; (4) students’ reading strategies and their perceived effectiveness; and (5) students’ perceptions of classroom support and expectations for improving TOEFL Reading instruction. The findings indicate that students’ difficulties develop progressively, from linguistic limitations to cognitive and test-taking challenges, which subsequently affect their confidence and reading performance. The study suggests that effective TOEFL Reading instruction should integrate vocabulary development, higher-order reading comprehension, strategic reading instruction, and authentic TOEFL practice to better prepare students for standardized English proficiency tests.]]>
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