The main objective of this study is to identify and describe important factors for effectively acquiring a target language. The study utilizes a library research method, gathering information from various sources to address the research question. It emphasizes the combination of both implicit and explicit knowledge, where learners benefit from immersive language exposure as well as conscious learning in formal settings like classrooms or online platforms. The use of comprehensible input is highly valued in language acquisition and should be incorporated in everyday contexts and classroom instruction. It is important for the content to be interesting and relevant to learners, capturing their attention and providing practical application in their daily lives. Successful polyglots' experiences support the effectiveness of acquiring languages through understandable input. A positive attitude towards the language creates a favorable learning environment, increases motivation, and improves overall proficiency. Learners who genuinely show interest and enthusiasm for the target language are more likely to invest time and effort in learning activities, seek additional resources, and engage in meaningful interactions. This positive attitude enhances intrinsic motivation, enabling learners to persist through challenges. Regular listening and reading activities have numerous benefits for language development. Immersing oneself in authentic audio materials and written texts exposes learners to natural language patterns, vocabulary usage, and cultural aspects. Engaging with various types of audio content enhances listening comprehension, phonetic awareness, and overall fluency. Based on these theoretical concepts, learners are strongly advised to apply these aspects in order to acquire their target language effectively.

TOEFL test is one type of English testing system to measure test takers’ proficiency in English grammar and structures as well as academic skills such as listening and reading. Within Indonesian higher education context, postgraduate English department students are required to have a minimum TOEFL score of 500 in order to be able to pass the thesis exam or to graduate. As English is a foreign language to students, having a high TOEFL score would be challenging for them.  This study aims to identify and describe the difficulties faced by students of a postgraduate English department in a government university in West Nusa Tenggara.  This study employed a survey research design. Questionnaires and interviews were used for the data collection. Quantitative and qualitative analysis were used as the basis of data analysis.  Sixteen (16) students in their first semester in the academic year 2022/2023 were involved as the participants of the study. The findings revealed that the students have difficulty in all three sections: listening, structure and reading. In listening they found difficulties in several aspects including negative expressions, idiomatic expressions and long conversations. In structure, their problems were in terms of having lack of grammar understanding such as parallel structure, subject-verb agreement, and error recognition. In reading, the students were still struggling with unknown vocabulary, implicit meaning, and time management. This study suggests that students should develop strategies to be successful in The TOEFL test.