This workshop explored a three-semester, academic listening course that began with exposure to listening strategies, moved on to personalized development of said strategies, and ended with peer-to-peer listening work. The authors shared the use of course exercises, including the use of pre-listening materials, listening materials in and outside of the classroom, and post-listening work, including examples of what worked and what didn’t and why. The authors shared relationships between the courses and current research, including the use of transcripts, soundbites, dicto-comp, cloze summaries, internet-based authentic texts, notetaking, vocabulary acquisition, general listening strategies. Research was done throughout the implementation and coordination of the courses with regards to prior courses and students in the program, current program-wide and listening-course specific effectiveness, and teacher feedback. The research (n = 1200) in the form of student quantitative and qualitative questionnaires shows success in regards to both student and teacher response. TOEFL scores registered prior to, after the second semester, and after the fourth semester, show dramatic improvement in listening.
