This study investigated the difficulties faced by English department students at UIN Ar-Raniry in the listening section of the TOEFL test and explored their perceptions
of the impact of applying formative evaluation in overcoming these difficulties. This study employed qualitative research design. four eighth-semester students in the treatment class participated in semi-structured interview. The data collected were analysed using Miles and Huberman theory of data analysis. The findings showed four main categories of difficulties: listening problems related to the type of listening comprehension part, especially long conversations and academic discussions; listening problems related to the content of listening test: unfamiliar topic, unfamiliar vocabulary, long spoken text, speed of speech, and accent; listening problems related to the types of listening questions: especially in identifying detailed information and identifying main ideas; and external factors: limited time and background noise. This study also highlighted the positive impact of formative evaluation, which included regular listening exercises, quizzes, and immediate feedback from the teacher. Participants reported that formative evaluation helped them identify their weaknesses, improve their listening skills, and boost their self-confidence. It can be concluded that implementing formative evaluation strategies in TOEFL preparation classes can significantly improve students’ listening comprehension and overcoming their difficulties in listening
section of the TOEFL test.