In the beginning of the course in April, I carried out my listening instruction by teaching vocabulary and grammar with repeated CD listening, focusing on listening to key- words. Then, after an actual TOEFL ITP test was conducted inside the school in June, my students’ negative reaction against the test led me to attempt new strategies applying conversational analysis to the study of TOEFL listening. A post-examination survey filled out after the actual TOEFL showed that students were overwhelmed by the difficulty and time length of the test. In particular, they expressed difficulty with dialogues in Part A, which contain speaker’s.
