The present study investigated the comparative effects of audio-visually prompted collaborative dialogue in symmetrical peer, asymmetrical peer, and asymmetrical teacher fronted groups as well as individualistic listening on listening comprehension improvement of intermediate EFL learners. In addition, the current study explored the attitude of the participants in symmetrical, asymmetrical, and asymmetrical teacher fronted groups concerning the effectiveness of collaborative dialogue on their listening comprehension improvement. To this end, 120 intermediate female EFL learners were chosen from several English language institutes, and put into three experimental and one comparison groups, each including 30 learners. In the first experimental group, coequal learners engaged in collaborative dialogue. In the second experimental group, the expert peer(s) and less knowledgeable peers went through collaborative dialogue, and in the third experimental group, the teacher also collaborated with expert peer(s) and less knowledgeable peers. However, the participants of the comparison group worked individually. Three one-way ANOVAs, a Tukey post-hoc test, four One- Samples t-tests and a series of qualitative content analyses were used. The data obtained showed a significant improvement in the listening comprehension skill of the all groups. Moreover, the findings indicated that collaborative dialogue in asymmetrical teacher fronted, asymmetrical, and symmetrical groups as well as individual listening in the comparison group were sequentially the most effective procedures for learners' listening comprehension development. Regarding the attitude of the participants of the experimental groups, it could be concluded that they generally had a positive view concerning the effectiveness of audio-visually prompted collaborative dialogue on their listening ability. However, the learners of asymmetrical teacher fronted group believed their teacher's instructional method was more effecti
