Objectives: This study aimed to investigate the effect of the Directed Listening-Thinking Activity (DLTA) strategy on improving listening comprehension skills among fifth-grade female students in Jordan. Method: This study employed a quasi-experimental design. To achieve its objectives, a 30-item listening comprehension test was constructed. The subjects of the study consisted of 45 fifth-grade female students, divided into two groups: 24 students in the experimental group taught by the DLTA strategy and 21 students in the control group taught by the traditional strategy. Results: The results revealed that there is a statistically significant effect of the DLTA strategy on improving listening comprehension skills among the students. Conclusion: The study highlights the effectiveness of DLTA in fostering better listening skills and suggests its potential for broader application in educational settings to improve students' comprehension abilities.