One of the predominant figures in the field of researching L2 listening comprehension is Larry Vandergrift who has conducted several studies concerning listening strategies (Vandergrift, 1997), metacognitive knowledge of L2 listeners (Vandergrift, 2002, 2003a; Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006), the relationship between learners’ metacognitive awareness, motivation and proficiency (Vandergrift, 2005), and a “pedagogical cycle” approach to increase learner’ awareness of their listening process (Vandergrift, 2003b, 2004, Vandergrift & Tafaghodtari, 2010). For the purpose of this article, the concentration will be merely on his approach addressed in 2003b. He attempted to elicit and develop learners’ metacognitive knowledge using process-based discussion approach. In other words, participants were directed to the use of prediction, monitoring, evaluation, and solving problems. He later referred to this approach as the “pedagogical cycle” in his study published in 2004 under the title “Learning to listen or listening to learn?” The same terminology will be used throughout the current paper in reference to Vadergrift’s (2003b) approach. In this paper, Vandergrift’s (2003b) study will be reviewed to give a general picture about his approach, its features, and the findings revealed from his research. His proposed pedagogical cycle is scrutinized and evaluated to find out its effectiveness as a contemporary approach in teaching listening skill to English as foreign language (EFL) learners.