In teaching listening, it is widely known that a good pattern for listening session should include three stages: pre-listening, while-listening, and post-listening. The aim of this paper is to investigate the employment of pre-listening activities to help improve English-majored students’ listening compre- hension at Van Hien University. The paper first defines the listening process and then reviews various pre-listening activities that are used in teaching and learning listening skill. In order to illustrate the importance of the use of pre-listening activities, the experiment was employed with the participation of two separate groups: one experimental group and one control group. Pre- and post-tests were used to explore students’ performance before and after the use of pre-listening activities in teaching listening lessons. The results showed that there was a statistically significant difference between the two groups after the experiment. This difference was in favor of the group experiencing pre-listening activities. Finally, from the research findings, recommendations were made in the hope of improving listening practice and teaching.