The purpose of this study was to explore the effects of dictogloss activities using English news media on EFL learners’ listening proficiency. Fifty seven EFL college students divided into two groups, an experimental group and a control group, participated in this study. The instructional materials used in this study were the same in both groups, partaking in an English class that involved both traditional English materials and authentic materials during the period of the treatment. However, for examining the effects of dictogloss activities using English news media on students' listening proficiency, the experimental group received instruction in which traditional dictation activities were replaced by dictogloss activities during some portions of the listening instructions for the eight-week period of the treatment. According to the results of the study, the effects of dictogloss activities using English news media in the EFL classroom was statistically significant, although both groups showed significant improvements in listening during the period of treatment. Several implications are presented based on the findings of the study.