It seems that in most of English classes in Iran little attention is paid to the role of pre-listening activities in promoting L2 learners listening comprehension. Hence, the objective of this study is to compare the effect of different pre-listening activities on Iranian EFL learners listening comprehension. The data for this study was collected from 75 students as they were involved in a variety of pre-listening activities. They were divided into three groups. The first experimental group was involved in pre-question activities, the second experimental group was involved pre-teaching vocabulary and the third experimental group was involved in visual support. After treatment each group was given a test to answer.Data analysis has been done with Statistical Package for Social Sciences software The findings in this study indicate a statistically significant effect of pre-question activities compared with pre-teaching vocabulary and visual support on learners' listening comprehension. The study suggests some procedures to be considered in EFL classrooms. Teachers can use pre-question activities to give learners opportunity for obtaining higher rates of listening comprehension.