The objective of the present study is to investigate how recursive listening activities improve pupils' ability to understand spoken English in various contexts. To achieve the aim of the study, it hypothesizes that there is a statistically significant difference among the mean scores of Iraqi EFL pupils who participate in recursive listening activities will demonstrate better comprehension of spoken English in various contexts. The study's sample comprises sixty (60) pupils who have been chosen at random from the second grade at Umm Al-Mu'minin School for Girls in Tikrit Center for the academic year 2024-2025. The sample divides into two groups, one for the experimental group and the other for the control group, with 30 pupils in each group. The two groups are equalized in their ages, the parents' academic attainment, and scores in the pretest. Three post-tests with five questions each are designed to gather information. The data collected from the results of the three posttests have been analyzed statistically by using a t-test for measuring the pupils' comprehension. The Alpha-Cronbach formula is used to measure the reliability of the posttest. The result shows that there is a statistically significant difference between the mean scores of the experimental group and the control group in the posttests, which indicates that recursive listening activities are more efficient than the recommended method of teaching. According to this study's findings and conclusions, suitable recommendations and suggestions for future research are presented.