This study was an attempt to investigate the interactionalrnlistening strategies fourth year !AU students use. It wasrnparticularly made to find out how they indicate understandingrnand problems of understanding. Six students who representedrnthree educational achievement groups (two top-ranking, twornmiddle - ranking and two bottom-ranking - as determined byrnCGPA) were selected from the Department of Foreign Languagesrnand Literature. Two instructors, both native English speakers,rnwho were advisers to t~e students were identified to helprnwith the research. Suitable tasks and an authentic discussionrntopic were selected. The subjects were recorded, usingrnaudio add video recordings, while carrying out the two tasksrnand a discussion related to their senior essays with theirrnadvisers. A system of analysis which identified fifteenrnobservable strategies that indicate understanding, problemsrnof understanding and desire to shift topic or role wasrndeveloped. The strategies used by the students were thenrncoded, categorized and analysed.rnThe results of the study showed that students usedrn'listening response or backchan~lling' most frequently tornindicate attention, approval and understariaing. 'Prompt'rnand 'reformulations/summarizing' were used less frequentlyrnto indicate understanding. The most frequent strategiesrnused to indicate or solve problems of understanding were,rnin descending order of frequency: 'specific request forrnconfirmation' followed by 'potential request for confirmation'rnand 'minimal query'. Students used, only in the discussionrnactivity, 'shifting role' and 'topic switChing' to indicaterndesire to change topic or take new role as speaker.rnResults of the task performance indicated that the mostrnsuccessful students were, generally speaking, those who usedrna greater variety and higher frequencies of strategies.rnStudents who used strategies most successfully to accomplishrnthe tasks were not eXClusively top-ranking (according tornacademic performance) and similarly those who used strategiesrnleast successfully were not exclusively bottom-ranking.rnBased on the findings of the study it is recommendedrnthat students should be helped in developing a range ofrnstrategies they can use to participate more actively andrnflexibly, according to purpose, in collaborative discourse.