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This book, an MA in Teaching English as a Foreign Language, reports on a study that addressed cognitive strategies in processing aural input for EFL learners. The book provides a solid review of literature on cognitive and metacognitive strategies that EFL listeners employ to process and comprehend oral/aural material. Emphasising the import of using an interactive approach to listening, the book provides implications for learning and teaching listening comprehension to EFL students as well as implications for the use of videogogy in the EFL context.