Abstract
This paper describes an approach to TOEIC test preparation in which students were placed ‘in-context’ to undertake a variety of tasks. The article argues that, for students with no previous ‘business’ context experience, an approach allowing students to experience simulated contexts from the TOEIC test might best foster related scripts and schemata. Drawing upon the idea of possible selves, such an approach might assist students to form clearer visions of their future English-using self. This study outlines the story-based approach to classes, reports learners’ opinions of the course and changes to notions of ‘English.’ Elicited student opinions showed perception of a number of motivating qualities of activities, benefits for TOEIC preparation, and a refined vision of a future English-using self.
