Second language listening (L2 listening) is taken for granted in the language classroom. The time allocated to it is often minimal, and it does not always aim at developing listening skills. It serves other purposes, such as testing comprehension and/or introducing a different activity. Graham (2017) noted that L2 listening is done in the language classroom, but it is not always taught. This paper shows that it is relatively uncomplicated to teach learners how to listen in the language classroom. It presents the results of an intervention study that incorporated guided discussions and reflections into an activity that consisted of playing an audio recording and answering comprehension questions. The results support previous findings regarding the effectiveness of guided discussions and reflections in developing listening skills (Goh & Taib, 2006) and show that it is possible to help learners address L2 listening more strategically. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.]