The Relationship Between the TOEFL iBT® Test and Academic Writing Practices in English-Medium Universities in South Asia: Case Studies From Bangladesh, India, and Nepal

TOEFL Research Series

Abstract

Acknowledging that all sections of the TOEFL iBT^® test should be used for admissions decisions, this study focuses specifically on the potential of the TOEFL iBT Writing section as one component of entry screening for English-medium undergraduate business and engineering programs at six universities in Bangladesh, India, and Nepal. Using a mixed-methods approach, researchers collected data from 180 first-year students and 24 teachers through TOEFL iBT Writing tests, questionnaires, focus groups, and interviews. The study investigated the alignment between TOEFL iBT Writing tasks and university writing practices, as well as test performance and teacher and student perceptions of the test’s appropriateness, as part of procedures for student admissions. Although TOEFL iBT Writing tasks aligned well with content course expectations, they differed from typical English language classroom practices, which tended to focus on surface-level skills. Both students and teachers generally viewed TOEFL iBT Writing tasks positively. However, some concerns were raised about the difficulty of the integrated writing task, particularly for students unfamiliar with the format or struggling with the listening input. Test scores and qualitative data suggested that although many students possessed adequate English writing skills for academic study, a minority experienced real difficulties. This raised questions about current institutional English-medium instruction policies. Despite overall positive perceptions among participants, adopting TOEFL iBT as an entry measure may face resistance due to social, cultural, and political factors associated with using a foreign-made test designed for North American settings. The study’s findings have implications for curriculum development and English language teaching practices in South Asian higher education contexts.

Suggested citation: Green, A., Dawadi, S., Kukulska-Hulme, A., Giri, R. A., Khan, R., & Mahapatra S. (2026). The relationship between the TOEFL iBT® test and academic writing practices in English-medium universities in South Asia: Case studies from Bangladesh, India, and Nepal (TOEFL® Research Report No. RR-108). https://doi.org/10.64634/3ng15y64