Speaker
References
Carrell, P. L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1(2), 81–92.
Heineke, A. J., & McTighe, J. (2018). Using Understanding by Design in the culturally and linguistically diverse classroom. ASCD.
Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 1–12.
Rost, M. (2025). Teaching and researching listening (3rd ed.). Routledge.
Abstract
The TOEIC Listening and Reading test plays an important role in Japanese university English programs. However, many beginner-level learners find it difficult to answer TOEIC questions because they lack background knowledge of workplace communication. Research shows that activating background knowledge improves listening comprehension (Carrell, 1983; Rost, 2025), and that balanced instruction across Nation’s four strands supports effective language learning (Nation, 2007). Despite these findings, TOEIC preparation class often focus too much on answering test questions rather than developing learners’ communicative competence.
This presentation describes the development of teaching materials for a university TOEIC preparation class in an EFL context. The materials use TOEIC listening items and integrate activities for vocabulary, grammar, listening, reading, writing, and speaking. Learners first engage in vocabulary and grammar practice, read and understand the listening scripts, answer TOEIC-style listening questions, and then apply what they learned in guided writing and speaking tasks, including dictogloss exercises and role-play scenarios for apology and offering solutions. The design is based on Nation’s four strands and the Understanding by Design framework (Heineke & McTighe, 2018), helping learners develop communicative competence while preparing for TOEIC listening tasks.
Participants will learn how test materials can be adapted into classroom materials based on theory. The presentation will provide a sample lesson with scaffolding strategies for beginner-level learners, showing how vocabulary, grammar, listening, reading, writing, and speaking activities can be combined. These strategies can be applied not only in TOEIC preparation courses but also in other test-focused or communicative English classes.
Keywords
Materials Development
TOEIC
University Context
Dictogloss
Short summary
This paper describes the development of pedagogical materials for a university TOEIC preparation course in an EFL context. Using authentic TOEIC listening items as core input, the materials integrate vocabulary, grammar, listening, reading, writing, and speaking activities. Drawing on Nation’s four strands and Understanding by Design, the materials support beginner learners in developing communicative competence while preparing for the TOEIC Listening test.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Designing Four Skills Materials for a TOEIC Preparation Class |