On the Impact of Transcription as a Pre-Listening Strategy on EFL Learners’ Listening Comprehension Ability [PP: 41-45] Meresedeh Massahzadeh Department of English Language, College of Humanities Islamic Azad University in Rasht, Rasht Branch Iran Dr. Majid Pourmohammadi (Corresponding Author) Department of English Language, College of Humanities Islamic Azad University in Rasht, Rasht Branch Iran ABSTRACT This study intended to probe into a kind of precise research over the effect of transcription, having learners write in advance, and non-transcription based listening tasks on Iranian EFL learners’ listening comprehension. It involved 30 female learners studying EFL at Shokouh English Institute in Rasht. Their proficiency level was determined by Oxford Quick Placement Test to ascertain that they were homogeneous. They were then randomly assigned into two groups (control and experimental) comprising 15 in each. The experimental group received four-week treatment, asking to listen to eight listening drills taken from ESL-lab listening website earlier in time and transcribe them. Meanwhile, the control group was asked to listen to the same listening drills offhand without prior transcribing. Subsequently, learners in both groups answered the oral questions about listening tasks. Having done a posttest, the results were compared to demonstrate the effectiveness of the treatments in the experimental group. Based on the findings, having learners to transcribe in advance was useful to English language teaching methods. In addition, language teachers can utilize transcription as a pre- listening strategy to improve their learners’ listening comprehension ability. Keywords: Intermediate level, Listening comprehension ability, Pre-listening activities, Strategy, Transcription ARTICLE INFO The paper received on Reviewed on Accepted after revisions on 07/05/2018 30/05/2018 28/08/2018 Suggested citation: Massahzadeh, M. & Pourmohammadi, M. (2018). On the Impact of Transcription as a Pre-Listening Strategy on EFL Learners’ Listening Comprehension Ability. International Journal of English Language & Translation Studies. 6(3). 41-45. 1. Introduction The importance of listening comprehension in daily communication and educational process is something worthwhile to consider. In fact, it is now accepted as the heart of the language and the most frequently used language skill in everyday life (Vandergrift, 2007). Over these last decades, listening has attracted growing interest in foreign or second language learning, leading teachers to look for new and most importantly practical methods to maximize the efficiency of their listening instruction in both EFL and ESL settings. The importance of listening ability in the world, and technological advances in global communication have made listening by non-natives even more vital (Cahyono & Widiati, 2009). It is necessary for students who learn English as a second or FL to improve their learning abilities of listening. University exams, school leaving and other examinations now often include a listening component, acknowledging that listening skill is a core component of language proficiency, and also reflecting the assumption that if listening is not tested, teachers will not teach it (Richards, 2005). EFL learners who are studying English as a FL have very few opportunities to hear the real language; they are not, therefore, accustomed to hearing the language as produced by the native speakers. Consequently, students from the countries like Iran in which English is taught as a FL frequently have great difficulty understanding English spoken to them when they come into contact with native speakers of the language. Moreover, since intermediate Iranian EFL learners lack sufficient background knowledge of English vocabulary as well as native accent, they are