Enhancing TOEFL Reading Instruction Through Regression-Minimization Training: A Community Service Program for EFL Students in Minahasa

Panji Tanashur; Dimas Pujianto; Beni Permadi

Authors

Panji Tanashur Universitas Negeri Manado Author
Dimas Pujianto, M.Pd Author
Beni Permadi, S.Pd Author

Keywords:

Toefl reading instructions, Cognitive Reading processes, Regression Minimization Strategy, Reading Efficacy

Abstract

This community service program sought to enhance the academic reading performance of twenty English Education students from Universitas Negeri Manado (UNIMA) by implementing targeted training in regression minimization and rereading reduction, two cognitive-based strategies designed to improve efficiency in TOEFL Reading tasks. Rooted in contemporary cognitive reading theory, the program emphasized the development of forward-directed text processing, the identification of discourse anchors, and the cultivation of strategic comprehension behaviors aligned with standardized test demands. Over a four-week period, students participated in a structured sequence of workshops, guided practice sessions, and classroom mentoring that combined theoretical input with hands-on application through simulated TOEFL passages. Simulated pre- and post-assessment data revealed consistent improvements across participants, reflected in a 15% reduction in average reading time and a 12.5% increase in comprehension scores. These gains suggest that explicit instruction in regression control and reading-flow management can substantially strengthen learners’ reading fluency and accuracy in high-stakes testing contexts. The program thus demonstrates the pedagogical value of integrating cognitive strategy training into TOEFL preparation and provides a replicable model for higher education institutions in Minahasa seeking to elevate students’ readiness for international English proficiency assessments.

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