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The present book aimed at exploring the effect of mobile assisted language learning on Iranian intermediate EFL learners` listening. To do so, 80 male and female EFL learners were selected based on convenience sampling. They were reduced to 40 after test of homogeneity and they were divided into control and experimental groups. The participants of experimental group were asked to fill out the MALL questionnaire to clarify their attitudes toward MALL before applying the treatment. The experimental group (who received explicit teaching of MALL) was to make them practice three different strategies in each session. First, they were asked to underline key words in given tests and then predict what they need (e.g. noun, adjective, number, special name) and guess the related information to answer the questions. Next, they must have listened and answered questions. After that, the listening part was replayed and the participants made clear which part was related to each question and theywere helped by the teacher to find key words in listening part which gave signs to answer the questions. But the control group were normal without receiving any strategies.