Examining the Effectiveness of Advanced Placement and Scholastic Assessment Test Preparation on English Skills and Academic Readiness for Studying Abroad: An Explanatory Sequential Study

ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 Examining the Effectiveness of Advanced Placement and Scholastic Assessment Test Preparation on English Skills and Academic Readiness for Studying Abroad: An Explanatory Sequential Study Serjan Jr. S. Luce˜ no Abstract. This mixed-method study explored the extent and effectiveness of Advanced Placement (AP) and Scholastic Academic Test Preparation on students’ English skills and academic readiness for studying abroad. Quantitative data were collected using survey instruments assessing curriculum design, teaching methods, program duration and intensity, resources used, and instructor qualifications. Students’ academic readiness was also evaluated in terms of study habits, critical thinking skills, and adaptability to academic environments. Descriptive and correlational analyses revealed that all test preparation and academic readiness dimensions were rated as very extensive, and a strong, positive, and significant relationship was established between English test preparation and academic readiness. Qualitative data collected through in-depth interviews and focus group discussions further revealed that participants perceived test preparation programs as crucial in developing linguistic competence, academic discipline, and emotional preparedness. However, the findings also underscored the need to integrate soft skills, intercultural communication, and real-world applications to better equip students for global education. Blended learning was recognized as the most effective modality for delivering these programs. The study concludes that a well-structured, learner-centered test-preparation program is critical for preparing students for the academic and cultural demands of studying abroad. KEY WORDS 1. Advanced Placement 2. academic readiness 3. English skills 4. test preparation 5. blended learning 6. mixed-method study Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Advanced Placement (AP) and the Scholastic Assessment Test (SAT) were preparatory programs designed for students that are pivotal in equipping them with the skills needed to study abroad. However, concerning the findings of research on the effectiveness of the competencies. Particularly in English language proficiency and overall academic preparedness. Although this program aims to meet rigorous higher education standards, rote memorization was prioritized over critical thinking, practical application, and cultural adaptability, a practice often NIJSE (2025) - criticized by experts. The nature of the programs may not reflect the linguistic diversity and cognitive abilities required to survive in the international academic arena. Challenges arose, and there was a need for a thorough evaluation of the effectiveness of Advanced Placement and Scholastic Assessment Test preparation programs suitable for preparing students abroad. A study conducted in China suggested that Advanced Placement (AP) and Scholastic Assessment Test (SAT) each has its own flaws, raising concerns about their effectiveness in elevating students’ English language proficiency and academic readiness for studying abroad. A study conducted by Liu (2022) suggested that these programs are promoting test-taking skills, but, conversely, they ignore the most important aspect: critical thinking and the comprehensive language abilities needed to succeed in a foreign environment, particularly in a Western academic environment. This gap suggests that students in China may face difficulties. The first paragraph reports a critique of teaching methods borrowed from foreign colleges, especially those that emphasize Advanced Placement and the SAT. A recent Indian study cited by Sharma (2021) claims that local test preparation relies more on rote learning than on deep understanding, thereby weakening students’ ability to join academic conversations overseas. Such a trend leaves learners ill-equipped for the analytical and applications-based tasks common in many higher education settings. Critics argue that excessive memorization makes it hard for students to think independently when they finally step into international classrooms. In South Korea, comparable pressures drive fierce competition for AP and SAT scores, frequently overshadowing broader educational progress. Kim (2020) observes that this narrow focus produces impressive scores but leaves students lacking critical thinking, creativity, and adaptability-tools vital for success in mixed academic settings. Consequently, South Korean learners often struggle to adjust to the freer, discussion-based teaching style found in many Western universities. In the Philippines, the growing practice of bundling Advanced Placement AP classes with intensive SAT preparation has sparked debate about whether this combined model genuinely strengthens students’ English skills and better equips them for university study overseas. As Santos (2022) notes, these sessions are readily available in urban centers such as Metro Manila, yet they tend to prioritize quick test strategies rather than nurturing deeper language abilities, which may shortchange learners when they encounter the rigorous language expectations of foreign universities. In Cebu Province, students hoping to study overseas face limited, and sometimes subpar, review classes for the Advanced Placement (AP) and Scholastic Assessment Test (SAT), making goal attainment difficult. Reyes (2021) explains that a shortage of well-trained teachers and adequate materials blocks learners from reaching scores that stand out abroad and, in turn, narrows the doors to foreign universities. In neighboring Davao City and its outskirts, local culture and school routines also shape how well pupils prepare for the same tests. Garcia (2023) observes that classroom methods here rarely match the inquiry-driven, skills-focused format of AP and SAT blueprints, creating a gap between what is taught and what the exams actually measure. That gap forces many test-takers to scramble in the final weeks, sapping confidence and lowering scores when global readiness was on the line. In this context, the present study was framed. The study examines whether intensive drills for Advanced Placement and SAT tests improve English skills and general readiness for study abroad in Davao City, highlighting urgent social calls for fair, widespread access to global education. Tracking students’ routines raises issues of equity, income gaps, and the fit or mismatch between local teaching and international benchmarks. Even so, large roadblocks-unfair access to test2ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - prep books, tight budgets, and little support from schools-still plague many families. This study thus urges planners to shrink those gaps so learners can build the confidence, skill, and drive needed to compete in global and academic arenas. 1.1. Review of Significant Literature— 1.1.1. AP and SAT Preparation Programs—AP and SAT preparation programs aim to strengthen students’ English proficiency, critical thinking, and test-taking skills, supporting readiness for foreign higher education. These programs use structured curricula, targeted instruction, and academic resources to prepare learners for the rigor of international academic environments. 1.1.2. Curriculum Design—Studies highlight that effective curriculum design must align with global competencies and interdisciplinary learning needs (Gentry Stojek, 2019; Klemencic, 2022). Philippine literature shows that curriculum development is shaped by political and cultural factors (Calingasan, 2018) and that teacher involvement in curriculum planning remains limited, affecting implementation quality (Sumalde, 2018). The Matatag Curriculum emphasizes holistic and culturally relevant instruction but faces resource challenges (Mercado, 2023). Collectively, these studies underscore that curriculum design strongly influences students’ global readiness. 1.1.3. Teaching Method—Across international and local contexts, student-centered, technology-enhanced, and self-directed learning methods improve readiness and engagement (Lee Chang, 2024; Kerimbayev et al., 2023; Hafeez et al., 2021). During the pandemic, effective technology integration became essential to maintain academic continuity (Sum Oancea, 2022; Olvido et al., 2021). In the Philippine setting, practical classroom experiences and digital teaching practices enhance both teacher preparedness and student readiness (Cahapay, 2021; Endrena et al., 2020). Overall, research consistently shows that adaptable, innovative teaching methods contribute significantly to academic preparedness. 1.1.4. Duration and Intensity of Programs—Program length and rigor strongly predict college readiness. International studies show that prolonged engagement in rigorous coursework—such as AP classes—results in higher SAT performance and stronger first-year college outcomes (Mattern Allen, 2018; Ewing Wyatt, 2019, 2021). Philippine studies echo these findings: extended academic preparation improves readiness, especially when matched with learning styles and tailored support (Tamayao Tamayao, 2020; Pascua Navalta, 2021; Rivera Reyes, 2022). Students with disabilities also benefit from longer, intensive programs (Villanueva Lopez, 2023). Overall, sustained and rigorous preparation is essential for bridging academic gaps. 1.1.5. Resources and Instructional Materials—Up-to-date and context-appropriate resources are crucial for academic readiness. Digital SAT tools improve predictive accuracy for college performance (Marini et al., 2023). Studies in the Philippines emphasize that tailored materials—especially for Indigenous Peoples (Vecaldo et al., 2020) and blended learning contexts (Orlanda-Ventayen et al., 2019)—are necessary to support readiness. Accessible learning resources improve students’ preparedness for higher education (Galabo Dela Cruz, 2023; Lopos, 2021). 1.1.6. Instructor Qualification—Instructor qualifications significantly affect AP and SAT outcomes. Teachers with advanced degrees, professional development, and AP-specific training produce higher student performance internationally (College Board, 2023; Mattern Allen, 2022). In the Philippines, teacher licensure performance correlates with teaching effectiveness (Amanonce, 2020), while the quality of teacher education programs strongly influences student achievement (Generalao, 2022; Frontiers in Ed3ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - ucation, 2023). Qualified instructors are therefore central to effective AP/SAT preparation. 1.1.7. Academic Readiness for Higher Education Abroad—Academic readiness encompasses critical thinking, adaptability, communication skills, cultural awareness, and English proficiency. AP and SAT programs help bridge the transition from secondary schooling to international academic demands. 1.1.8. Study Habits—Across multiple studies, effective study habits consistently predict higher academic performance (Ebele Olofu, 2017; Looyeh et al., 2017; Chilca, 2017). Philippine research confirms that strong study habits support readiness for college—both in face-toface and online settings (Magulod Jr., 2019; Salcedo-Relucio, 2019; Tamayao et al., 2020). Poor habits negatively affect performance, especially in flexible learning environments (2022 study). Thus, developing consistent study habits is essential for success in overseas academic contexts. 1.1.9. Critical Thinking Skills—Critical thinking is a core component of academic readiness. International research stresses integrating critical-thinking instruction across curricula (OECD, 2023; IBO, 2020). Studies link critical thinking to academic performance, psychological well-being, and cognitive flexibility (Loyens et al., 2023; Almeida et al., 2024; G ¨ ok c¸ e G ¨ uner, 2024). Philippine studies show ongoing challenges in reading comprehension and critical analysis among students (Idulog, 2023; Lobaton et al., 2023). Strengthening critical thinking is therefore crucial for students studying abroad. 1.1.10. Adaptability to Academic Environments—Adaptability predicts students’ engagement, resilience, and academic success (Feraco et al., 2023; Datu Yang, 2019). International students rely heavily on language proficiency and intercultural communication for successful adjustment (Wilczewski Alon, 2022; Pike, 2021). Local studies show that adaptable learning strategies and flexible teaching environments enhance readiness, especially during transitions to new learning modalities (Magulod Jr., 2019; Pawilen, 2021; Llego, 2020). Adaptability is therefore a major factor in thriving in foreign academic systems. 1.2. Synthesis—The synthesis of the studies reviewed indicates that adaptability to the academic environment was a crucial determinant of academic readiness, with significant implications in both international and Philippine contexts. International investigations underscore the importance of adaptability in overcoming challenges such as linguistic barriers, cultural disparities, and the transition to online learning. Research has identified that adaptability contributes to sustaining academic engagement even during disruptions (Feraco et al., 2023) and enhances cross-cultural communication skills among international students (Wilczewski Alon, 2022). Furthermore, attributes such as academic buoyancy and social adaptability have been associated with higher academic motivation and lower tendencies toward procrastination, thereby highlighting their vital role in promoting resilience and success across diverse educational environments (Datu Yang, 2019; Zhang et al., 2023). In the context of the Philippines, various studies underscore the imperative of adaptability in the transition from secondary to higher education and the adjustment to novel learning modalities. Research conducted by Seisa and Galabo (2022) revealed that adaptability plays a significant role in shaping the aspirations and preparedness of senior high school students for their collegiate pursuits. Likewise, Magulod Jr. (2019) accentuated adaptable learning strategies as essential components for ensuring college readiness among K12 graduates. The adaptability of both students and educational institutions proved pivotal, as illustrated by investigations into e-learning readiness (Llego, 2020) and the implementation of flexible learning frameworks (Pawilen, 2021). These studies collectively affirm that fostering 4ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - adaptability through tailored learning strategies, supportive academic environments, and flexible institutional practices is essential for enhancing academic readiness. This synthesis highlights the need to further explore strategies to develop adaptability as a core skill in worldwide educational settings. 1.3. Theoretical / Conceptual Framework—This study was based on the Readiness Theory, as explained by Pruitt (2007), which enhances and refines the Ripeness Theory by exploring the psychological factors that influence a party’s decision to engage in conflict resolution. The Readiness Theory emphasizes internal dynamics, particularly a party’s motivation to end the conflict and their optimism about the success of negotiations. This perspective highlights that a party’s leadership must understand external pressures and genuinely believe in the feasibility of a negotiated settlement for effective conflict resolution. Recent scholarship has expanded upon Pruitt’s framework, introducing concepts such as ”false readiness,” in which parties may appear prepared to negotiate but lack sincere commitment to resolving the dispute. Schwartz and Gilboa (2021) explore this phenomenon, highlighting that superficial engagement without genuine readiness can impede peace processes. Their work emphasizes the need to assess a party’s readiness to ensure negotiations are initiated and have the potential to yield lasting agreements. Edward Thorndike’s Law of Readiness posits that learning occurs effectively when an individual is physically and mentally prepared to engage in the process. This principle suggests that a learner’s internal state significantly influences their capacity to form associations between stimuli and responses, thereby facilitating or hindering the acquisition of new knowledge or skills. Thorndike’s perspective underscores the importance of aligning instructional strategies with learners’ developmental stages and motivational states to optimize educational outcomes. Contemporary research supports and expands upon Thorndike’s Law of Readiness, emphasizing the critical role of cognitive and emotional preparedness in learning. For instance, Bezanson (2020) discusses how a learner’s preexisting mental set or attitude can affect their ability to form stimulus-response connections. This indicates that readiness involves not only physical and mental preparedness but also the learner’s disposition towards the learning material. This aligns with the view that effective learning is contingent upon the learner’s readiness to engage with and process new information. This theory provides a conceptual framework for understanding how students’ mental and academic preparedness influences their ability to benefit from preparatory programs. It emphasizes that effective learning and skill acquisition occur when individuals are both mentally and physically ready to engage with educational material. Applying this to AP and SAT preparation, the theory suggests that students’ readiness to learn, shaped by their motivation, confidence, and prior knowledge, plays a critical role in their ability to improve their English proficiency and develop the academic competencies needed for studying abroad. Readiness Theory aligns with the idea that external conditions, such as structured preparatory programs, must complement internal factors, including a student’s willingness and optimism about succeeding in their educational goals. For example, students who see AP and SAT preparation as a meaningful pathway to achieving their aspirations of studying abroad are more likely to engage with the material actively and apply themselves effectively. This highlights the importance of fostering technical readiness (e.g., completing coursework) and psychological readiness (e.g., belief in one’s abilities and 5ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - Fig. 1. Conceptual Framework of the Study 6ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - the utility of the programs) to maximize the impact of these standardized test preparations. Furthermore, the theory emphasizes the need for educators and program designers to assess and address individual readiness levels among students. By understanding and targeting gaps in readiness, such as a lack of motivation or inadequate foundational knowledge, these programs can tailor their approaches to better meet learners’ needs. In this way, Readiness Theory not only informs the evaluation of AP and SAT preparation effectiveness but also offers actionable insights for optimizing these programs to enhance students’ English skills and academic readiness for international education. 1.4. Statement of the Problem—The explanatory sequential study was purposely conducted to determine the effectiveness of advanced placement and scholastic academic test preparation on English skills and academic readiness for studying abroad. This specifically seeks to answer the following statement of the problem: (1) W hat is the extent of advanced placement and scholastic academic test preparation on English skills in terms of (1) curriculum design; (2) teaching method; (3) duration and intensity of the program; (4) resources and materials used; and (5) instructor qualification? (2) What is the extent of academic readiness for studying abroad in terms of (1) Study habits; (2) Critical thinking skills; (3) Adaptability to the academic environment? (3) I s there a significant relationship between advanced placement and scholastic academic test preparation on English skills and academic readiness for studying abroad? (4) W hat are the standpoints of the participants regarding the extent of advanced placement and scholastic academic test preparation on English skills and academic readiness for studying abroad? 1.5. Hypotheses—To provide empirical evidence given the posed theoretical and conceptual frameworks as claimed by the study, the null hypothesis was tested at a 0.05 alpha level of significance, stating: Null Hypothesis 1 (H1): There is no significant relationship between advanced placement and scholastic academic test preparation on English skills and academic readiness for studying abroad. The findings can help school administrators assess and improve the design and delivery of AP and SAT preparation programs, ensuring that they meet students’ needs for studying abroad. The study can also inform policy decisions regarding implementing and funding these preparation programs within the school, aligning them with the institution’s broader educational goals. This study defined the terms conceptually and operationally to better understand and reference them when discussing results in the preceding chapters. AP and SAT Preparation on English Skills refers to programs designed to improve high school students’ reading, writing, and critical thinking abilities for better performance on the AP and SAT exams. These programs aim to enhance students’ language proficiency by focusing on skills such as reading comprehension, academic writing, and vocabulary development. 7ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - The study examines how different aspects of these preparation programs, such as curriculum design and teaching methods, contribute to improving students’ English language skills. Additionally, it explores how these improvements help students become academically ready for higher education abroad, where strong English proficiency is crucial for success. Academic Readiness for Studying Abroad. Refers to a student’s preparedness to succeed in an international academic environment. It includes proficiency in English — notably in reading, writing, and communication — essential for understanding and engaging with academic content. It also involves critical thinking and problem-solving skills, the ability to manage time and study independently, and the capacity to adapt to new cultural and academic settings. 2. Methodology This study adopts an explanatory sequential mixed-method design to examine the effectiveness of Advanced Placement (AP) and Scholastic Assessment Test (SAT) preparation programs in enhancing English skills and academic readiness for studying abroad. The research begins with a quantitative phase, analyzing standardized test scores and survey data to measure the impact of these programs. This is followed by a qualitative phase, where insights from educators can provide a deeper understanding of the factors influencing program outcomes. This two-phase approach ensures a comprehensive evaluation, integrating numerical data with contextual perspectives to inform educational practices and policies. By merging these two statistical trends, it will ensure the reliability and validity of the result. Further, the gathered data will be subjected to a series of cross-examinations by qualified experts to ensure its quality. The result is expected to be beneficial in improving and guiding higher educational institutions to develop a better, more useful curriculum. 2.1. Research Design—This study employed a mixed-methods approach, specifically a sequential research design. Explanatory Sequential Research Design was a two-phase mixed-methods approach that gathered and analyzed both quantitative and qualitative data in a specific sequence. This design begins with collecting and analyzing quantitative data, typically through surveys, tests, or other numerical instruments. This initial phase aims to gather broad, generalizable data to help identify patterns, trends, and relationships among variables. Once the quantitative data were analyzed, the researcher moved to the second phase, which involved collecting qualitative data through methods such as interviews, focus groups, or case studies. The goal of the qualitative phase was to explore the quantitative findings in greater depth, seeking to understand the context, motivations, and underlying factors that explain the patterns or trends identified earlier (Creswell Creswell, 2023). Mixed-methods research combines quantitative and qualitative approaches to address complex research questions comprehensively. This methodology recognizes the strengths and limitations of both quantitative and qualitative methods and integrates them to address different dimensions of a phenomenon. Quantitative methods are valued for their ability to provide generalizable, numerical insights, while qualitative methods offer rich, contextual understandings of underlying processes and experiences. By merging these approaches, mixed methods research enhances the breadth and depth of findings, creating a more holistic perspective than either approach could achieve independently (Creswell Plano Clark, 2018). The core principle of mixed methods was the in8ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - tentional integration of data collection, analysis, and interpretation. This integration can occur at various stages of the research process, depending on the design. For instance, in explanatory sequential designs, quantitative data is collected and analyzed first, followed by qualitative data to explain or elaborate on the numerical findings. Alternatively, exploratory sequential designs reverse this order, starting with qualitative insights to inform subsequent quantitative analysis. Regardless of the sequence, mixed methods aim to leverage each approach’s complementary strengths to provide a more nuanced understanding of the research problem. The explanatory sequential mixed methods design is a structured approach that integrates quantitative and qualitative research to provide a comprehensive understanding of a research problem. In this design, the study begins with the collection and analysis of quantitative data, which serves as the foundation for the subsequent qualitative phase. The primary goal was to use qualitative findings to explain or elaborate on the patterns, trends, or relationships observed in the quantitative results. This sequential approach ensures that the initial quantitative findings directly inform the qualitative phase, making the inquiry both focused and purposeful (Creswell Plano Clark, 2018). The principle underlying this design was the complementarity of data sources. Quantitative methods provide measurable, generalizable outcomes, while qualitative methods explore the contextual or subjective experiences behind those outcomes. This method ensures a nuanced understanding that accounts for both numerical evidence and personal perspectives, enhancing the reliability and applicability of the findings (Ivankova et al., 2006). The explanatory sequential design was particularly beneficial when a research problem involves complex phenomena that require both breadth and depth of understanding. Its structured nature ensures clarity in data integration, as the qualitative phase is explicitly linked to and justified by the quantitative results. The explanatory sequential mixed methods design was particularly well-suited for examining the effectiveness of Advanced Placement (AP) and Scholastic Assessment Test (SAT) preparation programs on English skills and academic readiness for studying abroad. This approach begins with a quantitative phase, where measurable data, such as test scores, preand post-program assessments, and student self-evaluations, are collected and analyzed to identify the programs’ impact on English proficiency and readiness. The quantitative findings provide an evidence-based overview of the extent to which the preparatory programs achieve their objectives, highlighting specific trends or gaps in performance. Building on these initial findings, the qualitative phase explores the underlying factors influencing the quantitative outcomes. For instance, interviews or focus groups with students and educators can reveal insights into how program features, teaching methodologies, or individual learning experiences contribute to observed improvements or limitations. This phase explains why certain students succeed while others may not, offering a deeper understanding of the contextual and personal variables that shape program effectiveness. This mixed-methods approach integrates quantitative data with qualitative insights to comprehensively evaluate AP and SAT preparation programs. It assesses the measurable impact of these programs and uncovers the nuances of participant experiences, providing actionable recommendations for program improvement. This design aligns well with the study’s goals, as it balances numerical rigor with contextual depth. It enables educators and policymakers to make informed decisions about enhancing preparation for international academic success. 2.2. Ethical Considerations—The ethical consideration section of this study will address the key principles that ensure the protection and well-being of the teacher-respondents involved. This includes adhering to confidential9ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - highly effective in supporting English language development necessary for academic readiness and international test performance. Table 1. Extent of Advanced Placement and Scholastic Academic Test Preparation on English Skills in Terms of Curriculum Design No. Curriculum Design n Mean Descriptive Interpretation 1 The curriculum design of the AP and SAT preparation program aligns with the language proficiency requirements of standardized tests. 12 4.58 Very Extensive 2 The program’s curriculum effectively integrates reading comprehension strategies tailored for academic and test-taking contexts. 12 4.66 Very Extensive 3 The writing components of the curriculum provide sufficient practice and guidance to improve English essay-writing skills. 12 4.66 Very Extensive 4 The curriculum includes diverse and relevant English language materials that reflect real-world and academic scenarios. 12 4.50 Very Extensive 5 The pacing and structure of the curriculum are appropriate for developing foundational and advanced English skills within the preparation period. 12 5.00 Very Extensive Overall Mean 12 4.68 Very Extensive The results resonate with findings from a study by Zhang and Liu (2022), who investigated the impact of curriculum alignment on standardized English test Outcomes among high school students in preparatory programs in East Asia. Their study concluded that test preparation programs that embedded real-world texts, academic simulations, and explicit instruction in language skills yielded statistically significant improvements in students’ TOEFL and IELTS scores. This supports the present findings, emphasizing that a well-structured curriculum, when aligned with test requirements and designed with pedagogical depth, significantly enhances learners’ English competencies. Furthermore, this alignment serves as academic preparation and a cognitive scaffolding mechanism that nurtures students’ critical thinking and language adaptability, which are essential for thriving in English-medium higher education settings abroad. 3.1.2. Teaching Method—Table 2 presents the extent to which teaching methods employed in Advanced Placement (AP) and Scholastic Academic Test Preparation programs support the development of English language skills. All fi v e indicators received a descriptive interpretation of Very Extensive, with mean scores ranging from 4.41 to 4.83. The highest mean score (M = 4.83) was observed in the indicator highlighting the use of test-specific strategies, such as time management and question analysis, which underscores the programs’ focus on preparing students for the strategic demands of standardized testing. Similarly, the use of interactive strategies like group discussions and practice tests (M = 4.66), as well as the deployment of varied instructional techniques (M = 4.66), reflect the programs’ commitment to active and diverse pedagogical approaches. Although slightly lower, the provision of personalized feedback (M = 4.41) still falls under the 16 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - Very Extensive category, indicating that tailored instruction remains a strong component of these programs. The overall mean of 4.66 confirms that teaching methodologies are comprehensive and effective in enhancing students’ readiness through skillspecific, learner-centered, and test-oriented instruction. Table 2. Extent of Advanced Placement and Scholastic Academic Test Preparation on English Skills in Terms of Teaching Method No. Teaching Method n Mean Descriptive Interpretation 1 The teaching methods used in the program actively engage students in developing critical English language skills. 12 4.75 Very Extensive 2 Instructors utilize interactive strategies, such as group discussions and practice tests, to enhance English proficiency. 12 4.66 Very Extensive 3 The teaching methods provide personalized feedback to address individual strengths and areas for improvement in English skills. 12 4.41 Very Extensive 4 The program employs a variety of instructional techniques, including lectures, activities, and simulations, to support English language learning. 12 4.66 Very Extensive 5 The teaching methods effectively incorporate testspecific strategies, such as time management and question analysis, to prepare students for AP and SAT exams. 12 4.83 Very Extensive Overall Mean 12 4.66 Very Extensive These findings are consistent with multiple studies conducted between 2021 and 2024 that affirm the role of dynamic teaching methods in elevating English proficiency in test preparation settings. F o r instance, Lee and Kim (2022) reported that instructional interactivity, including collaborative learning and feedback mechanisms, significantly improved learners’ TOEFL speaking and writing performance in South Korean preparatory schools. Similarly, Singh et al. (2023) found that personalized instruction and differentiated teaching strategies contributed to higher SAT scores among Indian students, particularly in the verbal reasoning component. Moreover, a study by Davis and Nguyen (2021) in U.S.-based AP classrooms emphasized that integrating test-specific cognitive strategies, such as error analysis and pacing drills, enhanced student performance and selfefficacy in English-related assessments. Collectively, these studies reinforce the present findings by demonstrating that effective and varied teaching methods, particularly those that are interactive, personalized, and aligned with test demands, are instrumental in improving academic English outcomes and overall readiness for higher education abroad. 3.1.3. Duration And Intensity of The Program—Table 3 illustrates the perceived effectiveness of Advanced Placement (AP) and Scholastic Academic Test Preparation programs in terms of their duration and intensity, as they relate to the development of English language skills. All fi v e indicators were rated as Very Extensive, with mean scores ranging from 4.50 to 4.66. The highest rating (M = 4.66) pertains to 17 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - the program’s intensity, specifically its ability to facilitate balanced progress in reading, writing, and overall language proficiency. Other aspects, such as the sufficiency of the program’s duration (M = 4.50), the appropriateness of scheduling and session frequency (M = 4.58), and the presence of regular practice and review opportunities (M = 4.58), also received consistently high evaluations. The indicator refers to how the program prepares students to manage the time constraints and cognitive demands of AP and SAT exams received a strong mean of 4.58. These scores suggest that respondents view the program structure as both time-efficient and pedagogically rigorous in reinforcing English competencies. Table 3. Extent of Advanced Placement and Scholastic Academic Test Preparation on English Skills in Terms of Duration and Intensity of the Program No. Duration and Intensity of the Program n Mean Descriptive Interpretation 1 The duration of the program is sufficient to effectively develop the English skills needed for AP and SAT examinations. 12 4.50 Very Extensive 2 The intensity of the program allows for balanced progress in reading, writing, and language proficiency. 12 4.66 Very Extensive 3 The program provides enough practice sessions and review opportunities to reinforce English language skills within the given timeframe. 12 4.58 Very Extensive 4 The scheduling and frequency of classes are appropriate for maintaining consistent improvement in English skills. 12 4.58 Very Extensive 5 The program’s duration and intensity effectively prepare students to meet the time constraints and demands of AP and SAT exams. 12 4.58 Very Extensive Overall Mean 12 4.58 Very Extensive The findings align with several empirical studies conducted between 2021 and 2024. First, in a longitudinal study by Huang and T o r - res (2021), the researchers demonstrated that preparatory programs lasting eight to twelve weeks with high instructional intensity resulted in measurable improvements in English writing and reading scores among TOEFL examinees. Second, Martinez and W u (2022) e x - plored the impact of program scheduling and found that students enrolled in high-frequency, moderate-duration SAT prep sessions achieved significantly higher gains in English sections than those in low-frequency models. Similarly, a 2023 study by Al-Mutairi and Johnson concluded that the intensity and duration of IELTS and academic bridging programs in international schools directly influenced students’ language acquisition rates and test performance, especially in time-bound reading and writing sections. These studies collectively underscore the importance of the content and the structure of academic test preparation programs. The duration and intensity must be carefully designed to maximize retention, scaffold learning effectively, and simulate the demands of real testing conditions. This supports the present findings and further validates the positive perceptions of the respondents regarding the efficacy of such program structures in developing English profi18 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - ciency for academic readiness. 3.1.4. Resources and Materials Used—T a - ble 4 presents respondents’ assessments of the extent to which the resources and materials used in Advanced Placement (AP) and Scholastic Academic Test Preparation programs support the development of English language skills. All fi v e indicators were rated as Very Extensive, with mean values ranging from 4.50 to 4.83. The highest rating (M = 4.83) was given to the indicator noting the inclusion of diverse resources; such as authentic texts and multimedia content—which indicates that a rich, multimodal resource base is perceived to significantly contribute to the enhancement of reading, writing, and listening skills. Likewise, indicators referring to the availability of high-quality materials (M = 4.58), the accessibility and usefulness of supplementary resources (M = 4.58), and the alignment of textbooks and practice tests with AP and SAT exam formats (M = 4.50) all received high scores. The materials’ relevance to current standards (M = 4.66) further supports the conclusion that the programs are well-equipped with updated and effective learning tools. The overall mean score of 4.63 confirms a consensus among respondents that the resources and materials utilized in these preparatory programs are of high pedagogical value and directly support English language skill acquisition. Table 4. Extent of Advanced Placement and Scholastic Academic Test Preparation on English Skills in Terms of Resources and Materials Used No. Resources and Materials Used n Mean Descriptive Interpretation 1 The program provides high-quality learning materials that effectively support the development of English language skills. 12 4.58 Very Extensive 2 The resources used in the program, such as textbooks and practice tests, align with the content and format of AP and SAT exams. 12 4.50 Very Extensive 3 Supplementary materials, including online resources and study guides, are accessible and beneficial for enhancing English proficiency. 12 4.58 Very Extensive 4 The program incorporates diverse resources, such as authentic texts and multimedia content, to improve reading, writing, and listening skills. 12 4.83 Very Extensive 5 The materials provided are updated and relevant to the current standards and requirements of AP and SAT examinations. 12 4.66 Very Extensive Overall Mean 12 4.63 Very Extensive Several recent studies substantiate these findings. F o r instance, Ahmed and Carter (2021) found that English test preparation programs that combined printed practice books and digital learning tools yielded significantly higher IELTS scores. Their study emphasized the critical role of multimodal learning materials in simulating real-world language tasks. Similarly, Lin and Arshad (2022) demonstrated that the use of authentic English texts, multimedia content, and updated AP-style question banks positively influenced students’ engagement and comprehension skills in AP English courses. In another study, Rivera and Santos 19 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - (2023) examined how supplementary online resources, such as interactive grammar modules and adaptive vocabulary apps, boosted SAT testtakers’ confidence and proficiency, particularly in the verbal reasoning component. Finally, Ocampo and de la Pe ˜ na (2024) conducted a regional study in Southeast Asia that linked the availability of culturally contextualized, examaligned materials with improved performance in English academic bridging programs. These studies consistently conclude that well-curated, diverse, and up-to-date learning resources are a core component of successful English language test preparation programs. Such evidence supports the present study’s findings, underscoring the indispensable role of instructional materials in fostering academic readiness for global standardized examinations. 3.1.5. Instructor Qualification—Table 5 presents respondents’ perceptions of the extent to which instructor qualifications contribute to the effectiveness of Advanced Placement (AP) and Scholastic Academic Test Preparation programs in developing the English language skills. All fi v e indicators received a Very Extensive descriptive interpretation, with mean values ranging from 4.333 to 4.750. The highest-rated item (M = 4.750) affirms that instructors possess a strong understanding of the specific strategies and requirements needed to succeed in AP and SAT English sections, highlighting their competence in aligning instruction with standardized testing demands. Respondents also acknowledged the instructors’ academic qualifications and content expertise (M = 4.583) and their ability to adapt instruction to individual student needs (M = 4.500). Table 5. Extent of Advanced Placement and Scholastic Academic Test Preparation on English Skills in Terms of Instructor Qualification No. Instructor Qualification n Mean Descriptive Interpretation 1 The instructors possess adequate qualifications and expertise in teaching English skills relevant to AP and SAT exams. 12 4.75 Very Extensive 2 The instructors demonstrate a strong understanding of the specific requirements and strategies for excelling in AP and SAT English sections. 12 4.33 Very Extensive 3 The instructors effectively apply their knowledge to address the individual learning needs and challenges in English proficiency. 12 4.58 Very Extensive 4 The instructors have sufficient experience in preparing students for standardized tests, particularly in enhancing English language skills. 12 4.50 Very Extensive 5 The instructors maintain professional and effective teaching practices that foster student engagement and language development. 12 4.50 Very Extensive Overall Mean 12 4.53 Very Extensive Meanwhile, the slightly lower b u t still strong score (M = 4.333) indicates confidence in instructors’ experience with standardized test preparation. The overall mean of 4.533 underscores the perception that the program is staffed with highly capable, professionally equipped instructors, which is instrumental in fostering students’ English proficiency. The importance of 20 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - instructor qualifications in English language test preparation has been well-documented in recent literature. According to Choi and Lee (2021), instructors with advanced certifications and targeted training in test-preparation pedagogy significantly enhanced student performance on TOEFL reading and writing tasks. Their findings emphasize that domain-specific expertise—beyond general teaching experience—was critical for effective instruction on standardized exams. Likewise, Gomez and Vasquez (2022) found that instructors who demonstrated familiarity with SAT and AP question formats, scoring rubrics, and skill progressions were more effective in increasing student confidence and verbal scores. Furthermore, a mixed-methods study by Robinson and James (2023) found that experienced instructors who employed datainformed feedback and differentiated instruction based on student diagnostics more efficiently bridged language gaps in IELTS and SAT preparatory classes. Lastly, research by Yamada (2024) revealed that the presence of well-trained instructors who maintained consistent professional development practices contributed to higher learner engagement and test preparedness in Japanese academic test prep centers. These studies reinforce the current research findings by confirming that instructor qualifications and expertise are critical components of adequate English language instruction in standardized-test-preparation contexts, leading to more meaningful and measurable student outcomes. 3.1.6. Summary of the Extent of Advanced Placement and Scholastic Academic Test Preparation on English Skills—Table 6 summarizes the extent to which various components of Advanced Placement (AP) and Scholastic Academic Test Preparation programs contribute to developing English language skills, based on respondents’ perceptions. All five dimensions were interpreted as Very Extensive, with mean scores ranging from 4.53 to 4.68. Among the components, Curriculum Design received the highest mean score (M = 4.68), indicating a strong perception of the program’s effectiveness in aligning instructional content with standardized English proficiency requirements. This was followed by Teaching Method (M = 4.66), suggesting that interactive, strategic, and differentiated instruction significantly supports English language acquisition. The dimensions of Resources and Materials Used (M = 4.63) and Duration and Intensity of the Program (M = 4.58) also garnered high ratings, highlighting the value of varied, updated materials and wellstructured instructional timeframes. The lowest mean, though still within the Very Extensive range, was recorded for Instructor Qualification (M = 4.53), suggesting slightly more variability in perceptions about instructor expertise. The overall mean score of 4.62 strongly supports the program’s comprehensive effectiveness in enhancing English skills among students preparing for AP and SAT examinations. These findings align with recent empirical literature underscoring the multifaceted nature of successful academic test preparation. For instance, Cabral and Thomas (2021) found that curriculum rigor and alignment with test objectives were the most influential predictors of student outcomes in SAT preparatory courses across international schools. Similarly, the study by Ahmed and Morales (2022) emphasized the combined effects of teaching strategies, instructor qualifications, and materials in improving student proficiency across reading, writing, and speaking domains in IELTS and AP programs. Furthermore, Turner and Lin (2023) concluded that learning intensity, duration, and access to diverse instructional resources significantly enhanced learners’ academic language acquisition, especially in writing and listening 21 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - Table 6. Summary of the Extent of Advanced Placement and Scholastic Academic Test Preparation on English Skills No. Advanced Placement and Scholastic Academic Test Preparation n Mean Descriptive Interpretation 1 Curriculum Design 12 4.683 Very Extensive 2 Teaching Method 12 4.667 Very Extensive 3 Duration and Intensity of the Program 12 4.583 Very Extensive 4 Resources and Materials Used 12 4.633 Very Extensive 5 Instructor Qualification 12 4.533 Very Extensive Overall Mean 12 4.620 Very Extensive components of the TOEFL. Finally, Lee, Yamada, and Singh (2024) demonstrated that teacher preparedness, when integrated with structured curriculum frameworks and digital support materials, resulted in measurable improvements in language confidence and test performance. These studies collectively affirm the present study’s results by highlighting that adequate English academic test preparation is not attributable to a single factor b u t rather to integrating a well-designed curriculum, competent instruction, sustained learning engagement, and comprehensive learning tools. 3.2. Extent of Academic Readiness for Studying Abroad—Academic readiness for studying abroad refers to a student’s overall preparedness to engage with rigorous academic tasks in a foreign educational environment, often conducted in English and within culturally diverse contexts. It encompasses more than just mastery of content; it involves a comprehensive skill set that includes proficiency in academic English, critical thinking, independent learning, time management, adaptability, and familiarity with international academic norms and expectations (Wang Bai, 2022). In the context of Advanced Placement (AP) and Scholastic Academic Test Preparation programs, academic readiness is typically demonstrated by students’ ability to perform well on standardized assessments such as the SAT, TOEFL, or IELTS, which assess various cognitive and linguistic competencies. 3.2.1. Study habits—Table 7 presents the extent to which students demonstrate academic readiness for studying abroad through their study habits. All fi v e indicators received a Very Extensive descriptive interpretation, with mean scores ranging from 4.33 to 4.75. The highestrated indicator (M = 4.75) pertains to the regular application of effective study techniques, such as note-taking, summarizing, and using practice tests, as well as well-documented activities to promote deeper learning and retention. Students also reported high engagement in goal-setting and workload management (M = 4.58), seeking additional resources when encountering challenges (M = 4.50), and practicing self-discipline and concentration during study sessions (M = 4.50). The lowest, though still very positive rating, was for the allocation of consistent independent study time (M = 4.33), indicating a slight variability in time management practices among respondents. The overall mean of 4.53 confirms that students engaged in academic test preparation programs exhibit strong, selfregulated study habits that are crucial for academic readiness in international learning contexts. The results align closely with recent em22 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - Table 7. Extent of Academic Readiness for Studying Abroad in Terms of Study Habits No. Study Habits n Mean Descriptive Interpretation 1 Dedicated time is consistently allocated for independent study and review to enhance academic preparedness. 12 4.33 Very Extensive 2 Effective study techniques, such as note-taking, summarizing, and practice tests, are regularly applied to improve learning outcomes. 12 4.75 Very Extensive 3 Academic goals are set, and study schedules are created to manage workload efficiently. 12 4.58 Very Extensive 4 Additional learning resources and support are sought when challenges in academic preparation are encountered. 12 4.50 Very Extensive 5 Self-discipline and focus are demonstrated during study sessions to retain information and improve academic skills. 12 4.50 Very Extensive Overall Mean 12 4.53 Very Extensive pirical studies highlighting the importance of strategic study habits in fostering academic preparedness among prospective international students. Lee and Wang (2021) found that students who consistently employed metacognitive strategies, such as planning, monitoring, and evaluating their learning, demonstrated higher performance in international English language proficiency tests. Likewise, Santos and Hargreaves (2022) emphasized that goal-setting and time management routines predict academic success in students transitioning to Western education systems, particularly in coursework that demands self-directed learning. Furthermore, a study by Ahmad and Tran (2023) showed that access to supplemental learning materials and the ability to seek academic support were critical behaviors among high-performing students preparing for overseas education. Finally, Kumar and Villanueva (2024) noted that disciplined study routines, including spaced repetition and self-assessment tools, were significantly correlated with readiness scores among students enrolled in AP and SAT prep programs in Southeast Asia. These studies affirm that effective study habits are integral to academic readiness and that preparatory programs should intentionally cultivate these behaviors to ensure student success in international academic environments. 3.2.2. Critical Thinking Skills—Table 8 presents the respondents’ assessment of their academic readiness for studying abroad in terms of critical thinking skills. All fi v e indicators were rated as Very Extensive, with mean scores ranging from 4.41 to 4.75. The highest-rated item (M = 4.75) indicates that students extensively use reflective thinking to assess and improve their academic work and decisions—an essential skill in international educational contexts where self-regulation and autonomous learning are highly valued. This is followed closely by problem-solving through multiple perspectives (M = 4.66) and evidence-based argumentation (M = 4.66), highlighting students’ ability to synthesize sources, construct logical claims, and engage in scholarly discourse. Logical reasoning (M = 4.58) and issue assessment and resolution (M = 4.41) were also highly rated, showing students’ capacity to analyze, evalu23 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - ate, and make reasoned judgments across academic contexts. The overall mean score of 4.61 confirms that students in advanced placement and test preparation programs are well-prepared to meet the higher-order cognitive demands of academic study abroad, particularly in areas requiring critical thinking, decision-making, and argument construction. These results align with recent scholarly findings that affirm the role of critical thinking in successful academic transitions to international education. F o r example, Alverado and Kim (2021) found that students who regularly engaged in reflective and analytical tasks during test preparation performed better on AP and SAT essay components, demonstrating the transferability of these skills to academic writing. Table 8. Extent of Academic Readiness for Studying Abroad in Terms of Critical Thinking Skills No. Critical Thinking Skills n Mean Descriptive Interpretation 1 Logical reasoning is applied to analyze and evaluate information effectively in academic tasks. 12 4.58 Very Extensive 2 Problem-solving skills are demonstrated by exploring multiple perspectives to arrive at well-reasoned conclusions. 12 4.66 Very Extensive 3 The ability to identify, assess, and address complex issues is evident in academic activities. 12 4.41 Very Extensive 4 Evidence-based arguments are constructed and supported using reliable sources in academic discussions and writing. 12 4.66 Very Extensive 5 Reflective thinking is utilized to assess and improve the quality of academic work and decisions. 12 4.75 Very Extensive Overall Mean 12 4.61 Very Extensive Similarly, Okafor and Lin (2022) found that students with strong evidence-based reasoning skills were more adept at completing university-level research assignments in foreign academic systems. Another study by Dela Cruz and Mendoza (2023) emphasized that problem-solving and evaluative thinking, cultivated through guided instruction in SAT/IELTS preparation courses, contributed significantly to students’ adaptability and success in international classrooms. Moreover, W u and Takahashi (2024) established that learners trained in argument mapping and critical inquiry during AP classes performed better in first-year university courses, as they were equipped to analyze multiple viewpoints, manage intellectual complexity, and develop well-substantiated claims. These studies confirm the present findings by highlighting the indispensable role of critical thinking in shaping academic readiness and promoting academic achievement in global higher education settings. 3.2.3. Adaptability to the academic environment—Table 9 presents the extent to which students demonstrate adaptability to the academic environment as an indicator of their readiness for studying abroad. All fi v e indicators were rated Very Extensive, with mean values ranging from 4.50 to 4.66. The highest-rated indicator (M = 4.66) concerns the ability to manage challenges in new academic environments using appropriate strategies, suggesting 24 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - that students are well-prepared to navigate unfamiliar learning systems. Indicators related to flexibility in adjusting to diverse teaching styles (M = 4.58), the ability to handle shifts in academic workload (M = 4.58), and engagement in multicultural collaborative learning activities (M = 4.50) also reflect strong adaptability. Similarly, the adoption of new academic tools and methodologies (M = 4.50) confirms students’ competence in using emerging educational technologies and learning innovations. The overall mean of 4.56 signifies that students possess a high level of adaptability—a critical component of academic readiness, particularly in cross-cultural and international learning contexts. This high level of perceived adaptability aligns with recent studies that emphasize the importance of cognitive flexibility, resilience, and cross-cultural competence for success in global education settings. A study by Zou et al. (2024) found that adaptability, particularly in embracing technological tools and making time-management adjustments, was a strong predictor of persistence and academic satisfaction among Asian students in Western institutions. Table 9. Extent of Academic Readiness for Studying Abroad in Terms of Adaptability to the Academic Environment No. Adaptability to the Academic Environment n Mean Descriptive Interpretation 1 Flexibility is demonstrated in adjusting to diverse academic expectations and teaching styles. 12 4.58 Very Extensive 2 Challenges in adapting to new academic environments are effectively managed with appropriate strategies. 12 4.66 Very Extensive 3 The ability to collaborate and engage in group learning activities within a multicultural setting is evident. 12 4.50 Very Extensive 4 New academic tools, technologies, and methodologies are adopted efficiently to support learning. 12 4.50 Very Extensive 5 Changes in academic workload and schedules are handled effectively to maintain consistent performance. 12 4.58 Very Extensive Overall Mean 12 4.56 Very Extensive ´ Furthermore, Rincon-Flores et al. (2024) demonstrated that students trained in adaptive learning strategies through preparatory programs could integrate into multicultural classrooms and maintain performance despite academic transitions. These findings support the present study’s results and affirm that adaptability is a soft skill and a strategic academic competency that must be cultivated for successful engagement in international education. 3.2.4. Summary of the Academic Readiness for Studying Abroad—Table 10 presents a summary of the respondents’ perceived e x - tent of academic readiness for studying abroad, categorized into three essential domains: study habits, critical thinking skills, and adaptability to the academic environment. All three domains received a Very Extensive descriptive interpretation, with mean scores ranging from 4.53 to 4.61. The highest-rated domain was critical thinking skills (M = 4.61), underscoring the importance of logical reasoning, evidence-based argumentation, and reflective thinking in preparing for academic demands abroad. Adaptabil25 ISSN 3028-1261 10.5281/zenodo.17613383/NIJSE.2025 NIJSE (2025) - tests significantly contributed to students’ English proficiency. Teachers were recognized as competent and knowledgeable in test-focused pedagogy, though additional training in adaptive strategies was recommended for continuous improvement. In terms of academic readiness, students demonstrated high levels of preparedness, as reflected in their disciplined study habits, critical thinking, and adaptability to diverse educational environments. They were able to apply effective learning strategies, manage time efficiently, and respond flexibly to new technologies and collaborative learning settings. Statistical analysis confirmed a strong, significant positive relationship between the extent of English test preparation and academic readiness for studying abroad, with high correlation coefficients and strong Bayesian evidence. This indicates that students actively engaging in structured test preparation are more likely to perform successfully in international academic contexts. Complementing the quantitative data, qualitative insights from interviews and discussions affirmed the essential role of test preparation in shaping learners’ academic behaviors, linguistic competence, and confidence. Teachers highlighted the importance of interactive instruction, sustained feedback, and personalized approaches in motivating students. However, they also recognized the need to go beyond test preparation by integrating real-world applications, soft skills, and intercultural learning experiences. Blended learning emerged as the preferred delivery modality, offering both the structure of face-to-face engagement and the flexibility of digital platforms. Overall, while the programs are deemed adequate, ongoing enrichment of their content and delivery is necessary to fully equip students for the evolving demands of global education. 4.3. Recommendations—Enhance Curriculum Integration with Global Academic Standards. It is recommended that curriculum designers continue to align AP and Scholastic Academic Test Preparation content with international academic expectations, particularly by incorporating authentic reading materials, structured academic writing tasks, and listening and speaking components that mirror realworld academic situations abroad. Strengthen Teacher Training and Professional Development. Instructors involved in test-preparation programs should participate in regular professional development focused on adaptive instruction, test-specific strategies, and current trends in global academic assessments. Training should also include methods for sustaining learner motivation and engagement in blended or technology-enhanced environments. Expand Use of Interactive and Differentiated Teaching Strategies. Teachers are encouraged to adopt learner-centered, interactive approaches, such as collaborative tasks, simulation-based learning, and feedback-driven instruction. Differentiated methods should be employed to address varying levels of student proficiency and learning styles. Integrate Soft Skills and Intercultural Competence into Instruction. To ensure holistic academic readiness, test preparation programs should include modules that develop students’ communication skills, cultural awareness, emotional resilience, and independent learning habits, key competencies for thriving in international academic environments. Improve Access to High-Quality Learning Resources. Schools and institutions should invest in up-to-date, diverse, and multimedia learning resources to support varied learning modalities. This includes online platforms, test simulations, interactive quizzes, and collaborative tools that mirror international testing environments. Promote Blended Learning Modalities Given its favorable reception, the blended learning approach should be further institutionalized to balance face-to-face instruction with online flexibility. This format supports diverse learners and allows for sustained teacherstudent interaction and timely feedback. 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