<![CDATA[Listening comprehension is a major challenge for English as a Foreign Language (EFL) learners, particularly in standardized proficiency tests such as the Test of English as a Foreign Language (TOEFL). This study aimed to investigate the implementation of the “TOEFL with Andrea” Podcast Channel to improve university students’ listening skills in TOEFL Listening Part C. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart cycle, consisting of planning, action, observation, and reflection. The participants were 15 sixth-semester students of the English Education Department at IAIN Sultan Amai Gorontalo. The research was conducted in two cycles, and data were collected through listening tests and classroom observations. The findings demonstrated a progressive improvement in students’ listening performance. The mean score increased from 41.86 in the pre-test to 64.26 in the post-test of Cycle 1 and further increased to 78.13 in Cycle 2. In terms of achievement, none of the students reached the minimum mastery criterion (KKM) of 70 in the pre-test. In Cycle 1, 5 students (33.3%) achieved the criterion, whereas 12 students (80%) achieved it in Cycle 2. The 80% mastery level met the predetermined success criterion, leading the researcher to terminate the action after the second cycle. The findings suggest that the “TOEFL with Andrea” Podcast Channel can serve as an effective supplementary medium for TOEFL Listening Part C instruction. Its integration with systematic teaching procedures and reflective improvement provided students with repeated exposure to spoken English and opportunities to develop listening comprehension, vocabulary recognition, concentration, and familiarity with TOEFL listening tasks. The study highlights the potential of podcast-based learning as a flexible and accessible approach to technology-assisted TOEFL listening instruction.]]>
