This study examined the impact of a blended teaching approach versus traditional instruction on listening comprehension and strategy use among EFL students in a Taiwanese university. Using a quasi-experimental design, 103 low-intermediate students were divided into experimental (n=52) and control (n=51) groups over 18 weeks. The experimental group engaged in pre-class activities (audio, quizzes, videos) and collaborative in-class tasks, while the control group received traditional instruction. Results showed the experimental group had significantly greater listening improvement (mean increase: 10.26 vs. 5.00 points) and higher metacognitive and social/affective strategy use. Additionally, 84% reported increased listening confidence. Findings highlight the effectiveness of blended learning in enhancing EFL listening skills.