Abstract The unique characteristics of listening comprehension and the vital role it plays in EFL learning do not receive the attention it deserves due to the lack everyday communication. Given this, the study in hand was an attempt to empirically investigate if a suggested collaborative dictogloss strategy had a significant effect on listening comprehension of preparatory EFL schoolers and their English learning enjoyment.  Two 1^st year intact classes at preparatory stage, randomly assigned to an experimental group and a control one, participated in the study. The instruments of the study were a pre/post listening comprehension test and an English Learning Enjoyment Scale (ELES). For ten subsequent sessions, the experimental group was exposed to the proposed collaborative dictogloss strategy, while the control group underwent the conventional classroom activities. At the end of the experiment, the listening comprehension posttest and ELES were administered. A significant difference was found between the mean scores of the control and the experimental groups on listening comprehension post test and ELES in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the experimental group on the pre and post test of listening comprehension and ELES in favor of post test. It was concluded that participants' level of listening comprehension and their English Learning Enjoyment were significantly developed using the collaborative dictogloss strategy.